Critical historical inquiry: A meta-ethnography of researcher frameworks, 2000–2022

• Gabriel A. Reich ^[1] ; Rory Dunn ^[1] ; Hillary Parkhouse ^[1]
  1. [1] Virginia Commonwealth University

     Virginia Commonwealth University

     Estados Unidos

     
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 54, Vol. 1, 2026, págs. 67-93
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article seeks to describe a critical historical inquiry (CHI) based ona systematic review of articles reporting on empirical field studies published between 2000 and 2022. During that period, CHI emergedas an increasingly popular framework for empirical classroom research in North America, particularly the United States. To be included in this review, articles had to: describe pedagogy in a secondary history class as “critical,” report on classroom instruction and/or student learning or student voice vis-à-vis that pedagogy, and focus primarily on history rather than civics instruction. We used a grounded, meta-ethnographicapproach to analyze the collection of 40 journal articles. That analysis yielded a set of descriptive categories and further identified meaningful differences within those categories. Overall, we found that CHI seeks to encourage students to develop a critical historical consciousness in which present conditions of inequality are explained through histories that counter the master narrative. CHI researchers justified curricular concerns in explicitly political terms and, in the aggregate, presented a clear theory of history. These authors identified student alienation from school and from civic engagement as a major problem faced by teachers of marginalized students. They argued that CHI approaches affectively engage students in historical study that informs civic dispositions.