Slow Down, Share Stories, Make Connections: Strategies for Making History Education More Relevant and Engaging for All Students

Details

Description

This hands-on webinar is designed for teachers who are interested in (1) helping their students feel seen and heard in their history or social studies classrooms, including students whose communities are typically excluded from officially sanctioned historical narratives; (2) using digital technologies and peer learning strategies to stimulate students’ engagement with the past and history, including contemporary debates about who and what should be remembered publicly, and why; and/or (3) introducing their students to stories and perspectives they do not ordinarily encounter, thereby offering them new perspectives on their own lives, identities, and values. While the webinar will draw from an online intercultural exchange program called Out of Eden Learn (soon to be renamed The Open Canopy), it will introduce teaching and learning strategies that can be adapted for in-person classroom settings.  

 

Liz Dawes Duraisingh is Co-Director of Project Zero, a research center at the Harvard Graduate School of Education, where she has been a Principal Investigator since 2014. There she co-directs Out of Eden Learn, a free online program and research project designed to promote thoughtful intercultural inquiry and exchange among young people from around the world. As part of this project, she leads research strands related to young people’s understanding of culture(s), migration, and public and private remembrances of the past and history. She also leads research focused on teacher professional development and school-based change, with a new project that involves public schools in Panama. This work builds on a collaboration with a low-cost school network in Peru, which led to the white paper Deeper, Together or Profundizar, Juntos, as well as a collaboration with a culturally diverse network of schools in the United Arab Emirates that led to a book and framework for promoting inquiry-driven innovation in schools. Liz also serves on the core faculty of the Harvard Graduate School of Education, teaching courses on qualitative research methods and designing intercultural learning experiences. She was formerly a middle and high school history teacher, working in both England and Australia. She holds degrees from Oxford University, University College London, and the Harvard Graduate School of Education.

 

 

 

 

Everardo Perez-Manjarrez is a history professor at the National University of Distance Education (UNED) in Madrid, Spain. He is also a visiting scholar at the Harvard Graduate School of Education. Perez-Manjarrez’s research focuses on the intersections between history, civics, and ethics in education. His work mainly analyzes the impact of colonial narratives on students’ historical explanations and their ethical and civic implications. His current research analyzes methods and approaches to history learning in digital contexts, particularly in relation to public history research and civic commemoration. He recently designed an e-learning history module called “1521: The Conquest of Mexico?” for thinkinghistories.com, and co-designed the online history curriculum Remembering the Past? for Project Zero’s ‘Out of Eden Learn’ project at Harvard University. His work has been published in several articles and book chapters in books from major publishers (such as Cambridge University Press, Berghahn, and Bloomsbury), as well as prestigious journals such as APA’s Qualitative Psychology and Teachers College Record. He has teaching experience in Citizenship Education, World History, and National History at both elementary and higher education levels, and historiography and history education at the Master’s level in Mexico and Spain. He is currently a member of the executive board of the Association of Moral Education (AME) and oversees the AME emerging scholar program.