Files
Abstract
In this post qualitative inquiry, I investigated the functions of time in two encounters with time in history education forced me to think differently, or rather re-orient thought. Specifically, I thought with French philosopher Henri Bergson’s concepts of time, intuition, creation of pure difference, and open society. In both encounters, I identified modern time as the underlying concept at play and identified its function as a barrier to justice through an erasure of the past injustices and dehumanizing certain people as not modern and thus not fully human. Re-orienting time towards a more continuous, indivisible concept of time such as Bergson’s opened my thoughts to more possibilities for addressing the ghosts that haunt us in K-12 history education.