This volume collects the work of historians, researchers, and classroom teachers to define what it means to be a racially literate educator and citizen. History classes should be spaces in which all students learn about their predecessors' legacies as a context for understanding and decision-making in contemporary society. In reality, the…

The teaching of history is connected to sensitive issues, which provoke social divisions and debates and which do not have scientific consensus. Sensitivity is explained by the social missions of history teaching: to catalyse the construction of identity, to build a border between "us" and "the other - the stranger". The…

Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K-12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult.…

What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of…

The realities of COVID-19 have clearly revealed the myth of the model minority, a stereotype in which Asian Americans are seen as successful and high achieving in contrast to other Communities of Color. An ever-present, but sometimes seemingly dormant, anti-Asian racism in the United States is reflective of patterns in U.S. immigration history.…

This article shares insights from a survey of primary school teachers across the Manawatu-Whanganui region about history teaching at Years 1 to 6. By focusing on the voices of primary teachers, the article aims to fill a gap in public debates about the new Aotearoa New Zealand's histories curriculum so far outweighed by the viewpoints of policy…

In this article, Dan Lyndon-Cohen makes the case that history departments should move from diversifying the curriculum to decolonising it. After reflecting on some examples of how he made the content of his lessons more representative, he explores how the influence of writers such as Michel-Rolph Trouillot and Emma Dabiri inspired him to find…

Purpose: The sustainability of the global food system hinges on its environmental resiliency and safety, including the health and well-being of its labor force. Single disciplinary courses in liberal arts or science often fail to highlight the overlap between environmental and social vulnerabilities that lead to food insecurity and diminish the…

This article explores the relationship between the philosophy of ethics, history education, and young people's historical ethical judgments. In the last two decades, "ethical judgments," which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history…

Purpose: The Samuel Paty murder has generated a great response from the professional community and the world of education and schools in Europe and worldwide. In a unique way, civic educators expressed horror, sorrow, and solidarity with the family and with their French colleagues. The article is dedicated to Samuel Paty and the question of…

This paper uses ethnographic action research to explore how the objectives of the Australian Curriculum Intercultural Understanding can be achieved in a culturally diverse Year 5/6 (ages 10-12) primary school class in Melbourne. It examines whether a history unit on migration, that uses a structured historical inquiry approach, encourages…

History is often viewed unfavorably by students. In this article the author asserts that students' disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample…

Much of the concern with young people's historical knowledge centres on factual attainment or disciplinary skills. However, relatively little attention is paid to the relevance that young people attribute to history and how they use the past, and various social representations of history, to relate to the present. Research in this realm tends to…

The contentious modern immigration debate in the United States is often void of historical context and thus filled with fallacious narratives. To confront this trend, social studies educators should place the issues of modern immigration within their proper historical framework. This paper looks at three primary themes educators can explore: the…

Historians of American foreign relations are continuing to expand the ways in which they approach the Cold War. The range of perspectives has evolved thanks to the influence of emerging fields and new emphases in history. The end of the Cold War revealed the many ways in which the conflict was a protracted global war. But it also brought a renewed…