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|Title:||The Impact of Critical History Practices on History Learning|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Jackson, A. (2020). The Impact of Critical History Practices on History Learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 629-632). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This paper explores the learning supported in disciplinary education that incorporates critical social analysis (CSA). CSA is the process of interrogating the values and impact of sociopolitical systems and re-imagining these systems to create new ethical ways of being. Limited work has explored these interdisciplinary contexts, specifically in history education--a discipline that holds resonance with CSA but is frequently taught through an a-political lens. As a result, I conducted an ethnographic study of a high school history class that incorporated CSA, asking if and how did the integration of CSA into this history classroom influence student disciplinary learning? Through on-going qualitative analysis, initial findings indicate that the integration of CSA led to the emergence of critical history practices. I specifically look at two practices, critical historical argumentation and historical imaginative inquiry, to demonstrate how these interdisciplinary practices deepened student historical disciplinary learning and political and ethical meaning-making.|
|Appears in Collections:||ICLS 2020|
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