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ERIC Number: EJ893828
Record Type: Journal
Publication Date: 2010-May
Pages: 16
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0018-2745
Creating a Caring Classroom in which to Teach Difficult Histories
Sheppard, Maia G.
History Teacher, v43 n3 p411-426 May 2010
This paper reports findings from a study that explored the classroom culture that developed in a university history classroom when the professor's pedagogical decisions encouraged students to make personal connections with difficult issues, events, and ideas in history and their own lives. The author describes how this experienced teacher attempted to create a classroom where students from diverse national, ethnic, and linguistic backgrounds could challenge their assumptions about Africa by learning about and from contested and traumatic historical events. While it is increasingly common for teachers to work with diverse groups of students in P-12 and post-secondary institutions, understanding how such diversity is being embraced or marginalized within the day-to-day teaching and learning in academic institutions remains uneven and often unexplored. This research examines what happens when an educator approaches the diversity of the educator's students as an opportunity for deep and meaningful learning about contested and traumatic historical events. This ethnographic research into the culture that is created through the teaching of contested and traumatic histories examines the place of the classroom and the work of a teacher who brings the multiple and divergent voices of students and experts to the study of Africa. (Contains 14 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa