Navigating Ethical Dilemmas in Teaching Difficult Histories: A Case Study of Teacher Learning in the U.S. In-service Professional Development

This instrumental case study examines a small group discussion from an inquiry-based teacher professional development (PD) session in the United States, focused on teaching a difficult history of school desegregation. Situating one teacher’s problem of practice in teaching historical empathy within a broader context of addressing a difficult history of the Civil Rights Movement and school desegregation, it explores how the teacher learns to navigate this delicate balance of historical empathy and distance—promoting historical understanding without endorsing harmful perspectives or compromising historical context by interacting with their colleagues within the PD. The findings highlight the crucial role of teacher education programs in equipping educators to promote historical empathy, while also ensuring they maintain the critical distance required to effectively teach difficult histories.