In this paper we examine some of the problems of world historical frames especially as they are made manifest in the classroom, and we show how we designed a course to resist and avoid reproducing Eurocentrism and other biases. We reject frameworks that insist on focusing solely on connectivities, entanglements, braidedness, and “Big History.” Drawing pedagogical and intellectual inspiration from the writings of Paulo Freire, Ivan Illich, John Holt, and Rudolf Steiner, we make a case for widening the scope of world history by insisting that it take on board the ruptures, dissonances, and messiness of a human past that defies easy cataloguing and facile connectivities. We centered the course around developing students’ understanding of how history is constructed and written, including how we can construct, write, and teach many possible narratives of world history. We argue that a course taught in such a way can be a vehicle for deepening human understanding, for decolonizing thought, and for helping students understand and articulate their position in the world.

在本文中，我们研究了世界历史框架的一些问题，尤其是在教室中明显体现出来的问题，并且展示了我们如何设计课程来抵制和避免重现欧洲中心主义和其他偏见。我们拒绝那些仅专注于连通性，纠缠，辫子和“大历史”的框架。我们从Paulo Freire，Ivan Illich，John Holt和Rudolf Steiner的著作中汲取了教学和思想上的灵感，我们坚持认为它要考虑到人类的破裂，不和谐和混乱，从而为扩大世界历史的范围提供了理由。过去，这种方法不容易进行分类，并且连接起来也很方便。我们将本课程的重点放在培养学生对历史的构造和书写方式的理解上，包括我们如何构造，书写，并讲授许多关于世界历史的叙述。我们认为，以这种方式讲授的课程可以成为加深人们的理解，使思想非殖民化以及帮助学生理解和阐明自己在世界上的地位的工具。