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This chapter examines how an interdisciplinary high-impact practice approach to teaching and learning using selected contested monuments can reveal intersections of racism, colonialism, and sexism, and lay the foundation for students’ civic engagement. In place-based and virtual experiences, students observe and investigate local and national monuments, integrating knowledge from multiple disciplines, including history, psychology, art, culture, and tourism. Students make critical analyses about how monuments reveal power relationships in our society. Students from various disciplines explore the origin of contested monuments, the evolving national and local debates around them, and their effect on students’ learning to evaluate historical, contemporary, and cultural perspectives while developing their own supported opinions to nurture civic engagement and lifelong learning.


Accepted manuscript of Phillip S. (2020) Using Monuments to Teach About Racism, Colonialism, and Sexism. In: Lansiquot R.D. (eds) Interdisciplinary Team Teaching. Palgrave Macmillan, Cham.



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