Rethinking the Immigrant Paradigm: West-to-East and South-to-North Perspectives of United States History

Abstract

This manuscript outlines a framework for transformative historical inquiry used to challenge the traditional immigrant paradigm in light of current debates over social studies content. Pedagogical examples show how the framework can help teachers disrupt the dominant discourse and highlight ideological resistance that prevents transformation.

Keywords:

• transformative historical inquiry
• multiple perspectives in U.S. history

Notes

1. The Tucson Unified School District (TUSD) issued a press release on January 17, 2012, stating that the seven books removed from the classrooms were a result of the suspension of the ethnic studies courses, not in an attempt to ban any text (TUSD 2012).

2. All names used in this article are pseudonyms.