This blog post is the 3rd in a multi-part series. Natalie Steele, an educator with Peel District School Board in Ontario, shares additional resources and strategies for your classroom on the topics of Black identities, humanizing stories, amplifying missing voices in the curriculum, and correcting the systemic abuses of history in schooling. This particular piece reflects on FacingToday's blog post “Black Women Educators’ Roundtable on Teaching and Current Events”.

This blog post is the 2nd in a multi-part series. Natalie Steele, an educator with Peel District School Board in Ontario, will be sharing additional resources and strategies for your classroom over the next few months on the topics of Black identities, humanizing stories, amplifying missing voices in the curriculum, and correcting the systemic abuses of history in schooling.

Why Historical Fiction?

One challenge when studying the history of marginalized peoples is often the histories of these groups have a limited amount of primary source materials available for research to draw from compared to the prolific amount of Eurocentric sources. In your search to find primary sources that help students to connect to the humanity of those held in bondage in an inhumane system, you may encounter many barriers, like language, accessing the actual resource because it's no longer in print and/or digital versions are not available, and/or the only copy available is far away with limited access. 

This blog post is the first in a multi-part series. Natalie Steele, an educator with Peel District School Board in Ontario, will be sharing additional resources and strategies for your classroom over the next few months on the topics of Black identities, humanizing stories, amplifying missing voices in the curriculum, and correcting the systemic abuses of history in schooling.

High School Students in Class, by Photo by Jeswin Thomas from Pexels