Listening to Students Talk About Gender in the World History Classroom

As Sam Wineburg aptly says:

Professors may assume that their students are stupid or suffer from a learning disability. Often the truth is much simpler: No one has ever bothered to teach them some basic but powerful skills of interpretation. As teachers, we need to remember what the world looked like before we learned our discipline's ways of seeing it. We need to show our students the patient and painstaking processes by which we achieved expertise. Only by making our footsteps visible can we expect students to follow in them. ¹