Abstract

Difficult histories that may contradict national values are rarely taught in elementary schools. This comparative study of two elementary educators examines their pedagogical approaches to the teaching of Japanese American incarceration as difficult history. Framed by Asian American critical race theory, the teachers' practices revealed challenges in teaching Japanese American incarceration as an example of a difficult history. The author interrogates the role of counternarratives and empathy in teaching difficult histories, particularly with young children, and offers suggestions for pedagogies of discomfort that reveal difficult histories while fostering critical hope.

摘要

可能很少与民族价值观相抵触的艰难历史在小学很少教授。这项对两名基本教育者的比较研究，考察了他们作为艰难历史的日裔美国监禁教学的教学方法。在亚裔美国人批判种族理论的框架下，教师的实践揭示了在教授日裔美国监禁方面的挑战，这是一个艰难历史的例子。作者质疑了反叙事和同情心在教导困难的历史，特别是对幼儿的历史时所起的作用，并提出了不适感的教学方法，以揭示困难的历史，同时培养批判性的希望。