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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
