Pedagogy 2025

Abstract

This presentation explores the integration of the HistoryMakers Digital Archive—a collection of thousands of oral histories capturing the lives of African American leaders, educators, activists, and artists—into graduate and undergraduate teaching as a model of engaged and inclusive pedagogy. Drawing on two courses, Chicago, the Global Metropolis and Research Methods in Public Administration, it illustrates how oral histories can bridge disciplinary theories with community realities. Moving beyond traditional texts, the digital archive brings the lived experiences of leadership, inequity, and social change directly into the classroom. By positioning students as interpreters of these narratives, this approach challenges them to connect theories, concepts, and practices to authentic human experiences. The pedagogical benefits are substantial. Incorporating the HistoryMakers digital archive demonstrates how oral histories can enhance inclusivity, sharpen critical thinking, and increase relevance in higher education. It reflects the outward turn in contemporary pedagogy by dismantling siloed learning, foregrounding equity and diversity, and leveraging digital resources to foster civic engagement. In doing so, this approach counters the “ivory tower” critique of academia, grounding learning in community voices and social realities while promoting problem-based and engaged learning. The session will share evidence of student assignments and reflections, challenges encountered, and lessons learned, offering strategies for replicating or adapting this pedagogy in other teaching contexts. By showing how digital oral histories link classroom learning with diverse communities beyond the university, this presentation contributes to conference discussions on Pedagogy in Action: Bridging Disciplines, Communities, and Industry.