Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.
Table of Contents
Magdalena H. Gross and Luke Terra
Part I Theorizing the teaching and learning of difficult histories
- Teaching difficult histories: The need for a dynamic research tradition
- Contextual Gatekeeping: Teacher decision-making in multiple and overlapping milieus
- Sublime Understanding: Cultivating the Emotional Past
Part II Teaching difficult histories
4. An Inquiry-Based Curriculum Design for Difficult History
Bradley Fogo and Joel Breakstone
- Ethical Judgments about the Difficult Past: Observations from the Classroom
- When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict
- Warts, Polyps, Blisters and All? Problems in Learning to Teach a Provocative Past in a Troubling Way
- Güeras, Indigenas, y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories
- Betrayal, Conversion, and Complicity in the Middle East Classroom
- Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding Document
- History Education, National Identity, and the Road to Brexit
- "I need to hear a good ending":How students cope with historical violence.
- The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators
- "We’ve Been Screwed": French Québecers and Their Past
- Student Motivation to Confront Difficult Local History
- Learning History Through Culture: The Krakow Jewish Festival
- "Still Racist, Just Less Outward About It:" Secondary Students Narrate Connections Between Slavery and Racism
- Sweetening the Past: Selling Heritage at Knott’s Berry Farm
Bruce VanSledright and Sebastian Burkholdt
Taymiya R. Zaman
Part III Learning difficult histories
Terrie Epstein and Michael Harcourt
Eleni Karayianni and Stuart Foster
Gabriel A. Reich and Amy Corning
Ari Y. Kelman
Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA.
Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.