Abstract

This qualitative study examines the expectations and beliefs parents, students, and teachers have about the teaching of heritage histories in public high schools. Students from three heritage groups, as well as their parents and teachers, were interviewed to shed light on this complex, often silent, relationship. This study is grounded in literature about the purposes of history education, historical distance, and collective memory/heritage, which give shape to and help to explicate some of the more complex issues inherent in the teaching of heritage histories. Participants included four Hmong students, three of their parents, and their teacher in St. Paul, Minnesota; eight Chinese students, nine of their parents, and their teacher in Elmdale, California; and five Jewish students, five of their parents, and their teacher in Maple Lake, Illinois. Findings indicate that the three stakeholder groups believe that the public school history classroom is an appropriate and desired place for heritage histories to be taught. This is complicated, however, by several factors: the placement of the heritage history narratives within larger curricular and mainstream narratives, how the teachers choose to incorporate the heritage narratives into the formal classroom curriculum, and the changing nature of historical and generational distance.