Campus Units

Education, School of

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

11-19-2020

Journal or Book Title

Curriculum Inquiry

DOI

10.1080/03626784.2020.1831369

Abstract

Difficult histories that may contradict national values are rarely taught in elementary schools. This comparative study of two elementary educators examines their pedagogical approaches to the teaching of Japanese American incarceration as difficult history. Framed by Asian American critical race theory, the teachers' practices revealed challenges in teaching Japanese American incarceration as an example of a difficult history. The author interrogates the role of counternarratives and empathy in teaching difficult histories, particularly with young children, and offers suggestions for pedagogies of discomfort that reveal difficult histories while fostering critical hope.

Comments

Rodriguez, N.N., “Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms. Curriculum Inquiry. 2020 doi: 10.1080/03626784.2020.1831369. Posted with permission.

Copyright Owner

Taylor & Francis Online

Language

en

File Format

application/pdf

Available for download on Friday, November 19, 2021

Published Version

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