ABSTRACT
It is common for method instructors to highlight the benefi ts of oral histories in social studies and some multicultural education classrooms as part of historical investigation and interpretation. However, most of my students do not recall eff ective uses of oral histories as a part of their own previous learning experiences. One of my goals is for future teachers to actively take a role as the student and critically examine how historical representation is subjective. I raise this awareness by developing a space in my course to criticize and discuss the eff ectiveness of using oral histories to create a performance (Johnson, 2007). It is important that I allow students to experience fi rsthand having the power to select information, represent a story, and look at other representations of a story in the class.
