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The Critical Role of Culturally Relevant History in Serving Diverse College Students

Authors :
Samuel Museus
Christen Sasaki
Source :
About Campus. 2024 28(6):45-49.
Publication Year :
2024

Abstract

Scholars such as Howard Zinn (1998) and James Loewen (2008) note that educators have too often failed to realize the potential power of history. They assert that US history classes often focus on the memorization of historical facts, figures, and events while creating few opportunities for students to learn how to leverage history to critically analyze the present. Zinn and Loewen also argue that marginalized communities are often rendered irrelevant to the dominant historical narrative. This invisibility of minoritized communities in US history has a wide range of negative consequences, such as leading students to question whether they belong in US society, devaluing their communities' contributions to it, and inhibiting their ability to understand their communities, families, and themselves. In this article, the authors argue that a critical analysis of history can lead to a greater understanding of the relevance of one's community and a wide range of developmental outcomes among students, including identity, civic, and leadership outcomes.

Details

Language :
English
ISSN :
1086-4822 and 1536-0687
Volume :
28
Issue :
6
Database :
ERIC
Journal :
About Campus
Publication Type :
Academic Journal
Accession number :
EJ1410717
Document Type :
Journal Articles<br />Reports - Descriptive
Full Text :
https://doi.org/10.1177/10864822231195845