ABSTRACT

How can history pedagogy account for racialized experiences impacting historical thinking in the present? In contrast to a more universalized set of historical thinking skills, this article asserts a framework for historical inquiry through students’ racialized experiences. What does historical inquiry through racialized experience look like? Rather than merely make room in the curriculum to validate racialized experience, students require tools to confront and historicize their experiences in a racialized world. Through three essential questions addressing the relationship between historical thinking and racialized experience, I emphasize historical scholarship that centers racially marginalized experiences. These essential questions lead into a framework for reorienting historical inquiry in the classroom, complimenting rather than replacing mainstream historical thinking pedagogy.

摘要

历史教育学如何解释影响当前历史思维的种族化经历？与一套更普遍的历史思维技能相比，本文通过学生的种族化经历断言了一个历史探究的框架。通过种族化的经验进行历史探究是什么样的？学生不仅需要在课程中腾出空间来验证种族化的经历，还需要工具来面对和历史化他们在种族化世界中的经历。通过解决历史思维和种族化经历之间关系的三个基本问题，我强调了以种族边缘化经历为中心的历史学术。这些基本问题导致了在课堂上重新定位历史探究的框架，