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Humanities Education in the U.S. Rural South: Design, Development, and Practice

: The purpose of this paper is to present the results of a humanities education project that took place in a middle school in the rural U.S. South. Through a partnership between a state university and local school system, K-12 teachers engaged in two years of professional development on the integration of humanities education into the regular curriculum through project-based learning (PBL). During this project, teachers were required to personally and professionally engage with racial tensions rooted in the history of the local community as they learned to implement their PBL activities. This context is central to the design and implementation of the project as presented in this paper. We detail three learning strategies that emerged and how these were taken up by teachers: the personalization of history, historical perspective taking, and modeling a critical position. We discuss the implications of these strategies for integrating PBL and humanities education in a way that attends to socio-cultural-historical contexts. Implications for the practice of learning design in similar contexts are also discussed. The purpose of this paper is to present the results of a humanities education project that took place in a middle school in the rural U.S. South. Through a partnership between a state university and local school system, K-12 teachers engaged in two years of professional development on the integration of humanities education into the regular curriculum through project-based learning (PBL). During this project, teachers were required to personally and professionally engage with racial tensions rooted in the history of the local community as they learned to implement their PBL activities. This context is central to the design and implementation of the project as presented in this paper. We detail three learning strategies that emerged and how these were taken up by teachers: the personalization of history, historical perspective taking, and modeling a critical position. We discuss the implications of these strategies for integrating PBL and humanities education in a way that attends to socio-cultural-historical contexts. Implications for the practice of learning design in similar contexts are also discussed.