American classrooms are becoming increasingly diverse, yet curricula and pedagogies often do not meet diverse student needs. This is problematic for history education, long accused of presenting a historical perspective that excludes members of non-dominant groups. Using scaffolding and Critical Race Theory, we explore how two teachers addressed this issue by facilitating students’ multiple, critical perspective-taking on American history through the use of scaffolding practices that exposed students to multiple perspectives and enriched their interactions with the content. We address why this approach is necessary for culturally and linguistically marginalized students before presenting implications and suggestions for further research.

美国的课堂变得越来越多样化，但课程和教学法往往不能满足多样化的学生需求。这对于历史教育来说是有问题的，长期以来一直被指责提供一种排除非主导群体成员的历史观点。使用脚手架和批判种族理论，我们探讨了两位老师如何通过使用脚手架实践让学生接触多种视角并丰富他们与内容的互动，促进学生对美国历史的多重批判性观点来解决这个问题。在提出对进一步研究的影响和建议之前，我们讨论了为什么这种方法对于文化和语言边缘化的学生是必要的。