In my research, I intentionally question how and why certain histor(iograph)ical narratives were constructed (by white, male scholars) in the twentieth-century. In this way, I see the project of my own research as inherently aligned with Caughie and Pearce's project in their article, "Resisting "the Dominance of the Professor": Gendered Teaching, Gendered Subjects." Caughie and Pearce question hegemonic authority in the classroom through a dialogic analysis of Virginia Woolf's A Room of One's Own. The authors read Woolf's discontinuous narrative form as a pedagogical model to be employed in feminist classrooms.
They outline, rather than the more traditional, patriarchal model of educational authority, a model in which multiplicity, flexibility, and overlapping voices are to be heard. Though I fully support their model for a classroom where multiple, overlapping narratives are located and encouraged, I have a harder time imagining how such a model should be mobilized in introductory courses where students might encounter certain topics for the first time.
In a university setting where prerequisites are increasingly rare, students don't always come to the classroom with the same level of knowledge as their classmates might. Some students are seniors fulfilling introductory-level credits while others are freshmen in their first semester. So how can and should instructors negotiate a classroom in which socially constructed narratives/norms are reconsidered while simultaneously providing students with information that may or may not be new to them? How might we present information in such a way that it seems less "foundational," but still provides students with a framework in which they can be critical and self-reflexive?