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ERIC Number: EJ1179993
Record Type: Journal
Publication Date: 2018
Pages: 41
Abstractor: As Provided
ISSN: ISSN-0093-3104
Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms
Parkhouse, Hillary
Theory and Research in Social Education, v46 n2 p277-317 2018
While the conceptual work on critical pedagogy is undeniably rich, few empirical studies have examined its applications in K-12 classroom settings and impacts on students. Based on ethnographic research in 2 public 11th grade U.S. History classrooms with critical teachers, this article describes 3 pedagogies that enhanced students' critical consciousness and agency to act on the world: naming, questioning, and demystification. These pedagogies emerged via dialogical relations between each teacher and her particular students, in 1 particular time and place. Thus, they are not presented as models to be applied elsewhere but rather as generative examples that educators can use to consider critical pedagogy in their own contexts. In addition, the study reveals how a standards-based U.S. History curriculum--constraining though it may be--can play a role in emancipatory pedagogy. Through centering instruction on students' immediate social realities, but tying these to historical antecedents, including histories of oppression and resistance, the teachers empowered their students to name and question contemporary hegemonic forces.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A