Critical Race Theory and the Teaching of American History: Power, Perspective, and Practice

Abstract

History classrooms are not neutral: They are contested arenas where legitimacy and hegemony battle for historical supremacy. The representation of marginalized groups within history classrooms is dependent upon the willingness of individual teachers to present material that accentuates contributions, challenges historical givens, empowers the marginalized, and, above all, raises awareness of and reflection upon race and racial images and the impact they have on the historical interpretations of American history. By using Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, social studies teachers can create classrooms that challenge historical dogmas and offer counter narratives to historical events. This article defines and situates Critical Race Theory and uses the Indian Removal Act of 1830 to illustrate how history and the historical events of “others” can be recognized and valued.

Citation

Lintner, T. (2007), "Critical Race Theory and the Teaching of American History: Power, Perspective, and Practice", Social Studies Research and Practice, Vol. 2 No. 1, pp. 103-116. https://doi.org/10.1108/SSRP-01-2007-B0011