Critical Historical Inquiry: How Might Pre-Service Teachers Confront Master Historical Narratives?

Abstract

In this qualitative case study, we examine pre-service teachers’ understandings’ of history as narrative. This analysis specifically explores the kinds of new historical narratives pre-service teachers create as a result of purposeful secondary social studies methods instruction that juxtaposes traditional narratives (e.g. individual achievement and motivation) and alternative narratives (e.g. those attentive to empathy and race, class, and gender) in an effort to help future teachers understand the nature of critical historical inquiry. In examining the understandings and initial efforts of young secondary social studies teachers, the study concludes that while troubling the traditional narrative is viable and likely event, the challenges of developing critical historical inquiry are clear and persistent.

Citation

Salinas, C. and Blevins, B. (2014), "Critical Historical Inquiry: How Might Pre-Service Teachers Confront Master Historical Narratives?", Social Studies Research and Practice, Vol. 9 No. 3, pp. 35-50. https://doi.org/10.1108/SSRP-03-2014-B0003