This descriptive case study explores how on cohort of 17 White elementary preservice teachers examined counter-narratives of racism and Whiteness in selected documentary films using a historical inquiry approach. Findings indicate that by joining documentary film and historical inquiry in elementary social studies education, teacher educators can foster preservice teachers' engagement with perspective recognition while developing historical content knowledge. This study also documents White preservice teachers' acceptance of racism and resistance towards unpacking their White privilege and racism as status quo. (...) Implications for using this approach with preservice teachers and the dilemma of White avoidance in social studies education are discussed. (shrink)

This multiple-case study sought to understand what ambitious history teachers focus their reflections on throughout a unit of study. Through video-stimulated recall methodology, reflective interviews were conducted with participants in four different schools within the same high-poverty public school district. The study built upon findings from research on ambitious teachers and found that teachers fixated on a range of problems while reflecting, among them: students” historical thinking, cultural relevant pedagogy, and their framing of history through essential questions. That the teachers (...) focused on these issues could be linked to their values and broader educational aims. (shrink)