This was originally posted on Teaching the Past.
Last month on this blog, Samantha Cutrara asked a challenging question that gets to the fundamentals of history education. Who, she asks, is history education for? This question is more complex than it seems, because, depending on the answer, it has a variety of implications for historians and history educators. Implicit in this question is a set of power relations that often remain undisclosed in discussions about history and how it is taught. By probing the implications that develop from the question of ‘who history is for’, it becomes apparent that we must ask a more basic question that helps us better understand the uses and abuses of the past. What do we mean by history education? Continue reading “Power and the Questions We Ask about History Education”