Episode 85: Lessons from Critical U.S. History Teachers with Hillary Parkhouse

In Episode 85, Michael & Dan chat with Dr. Hillary Parkhouse about her recent article published in Theory and Research in Social Education titled,  “Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms.” In it, she discusses how two teachers are uses critical lenses to teach US history.

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Episode 85

Books, articles, lessons, and other amazing resources

    1. Check out Hillary’s publications on her Google Scholar page and on her Virginia Commonwealth University faculty page.
    2. Parkhouse H. 2017). Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History ClassroomsTheory & Research in Social Education46(2), 277-317.
    3. Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.
    4. In this episode we also discuss two recent episodes
      1. Episode 81: Curriculum Theory with Mark Helmsing
      2. Episode 83: LGBTQ Topics in Education with J.B. Mayo, Jr

Biography

Dr. Hillary Parkhouse is an Assistant Professor of Teaching and Learning, Virginia Commonwealth University. She began her career in education as a high school history and literature teacher in Santo Domingo, Dominican Republic from 2004-05. She then taught social studies and ESL in a New York City public high school for five years before beginning the Ph.D. program in culture, curriculum, and change at the University of North Carolina at Chapel Hill.

Parkhouse’s current research focuses on critical citizenship education in urban classrooms, youth activism, and the teaching practices that promote political efficacy. Her other areas of research include immigration and education, global education and teaching for social justice. She teaches secondary school curriculum for pre-service teachers. You can connect with her on Twitter or by email.

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