The US and much of the liberal world is being challenged by anti-liberalism more directly now than in many decades. The “culture wars” have grown far more serious, as the right has developed an aggressive, populist nationalist edge, denying the outcome of elections and winking at violence. A radicalized right no longer trusts the authority of traditional institutions: mainstream news sources, scientific bodies, the CDC, the FBI, and universities. Especially universities.

It is a dismaying time. And yet, history teachers enjoy a unique position from which to influence this conflict. We are among the few authorities who are able to engage a diverse audience on the essential topics. Religious leaders and news anchors preach mainly to those who share their persuasion. Politicians use gerrymandering to choose their constituents. We teachers, on the other hand, do not choose our students. And in our general education courses, we are able to engage students representing the broad swath of American political identity in discussions about the meaning and evolution of American identity, institutions, and values.

The great challenge is how to use our pulpit to reach extremists. We can not rise to the demands of this crisis only by teaching traditional history to moderate students.

Our extremists come to us resentful of the gen ed requirements that place them in our classrooms and certain that we neither see them nor respect them.

If we can get them to listen to us, and to each other, we can help young Americans engage each other in conversation and develop greater empathy toward each other. We can introduce them to a broader understanding of the current conflict, as well as to an appreciation for Americans’ long struggle to broaden the application of our founding mission documents.

Rebecca Sharpless of TCU will discuss her experience teaching gender and queer history in Texas. She introduced sections on these topics into her US survey courses as well as her Texas History and Southern History courses, without significant resistance by administrators or students.

Lendol Calder of Augustana College will discuss his longtime project of teaching without a traditional textbook, an approach which allows him to break the single interpretive framework that text-centric courses impose. He requires texts that offer opposing narratives, and challenges the students to write their own story of American history.

Mark Schultz of Lewis University seeks to break down walls to his many conservative students. He integrates conservative interpretations and evidence (such as the 1776 Project) into each of his courses. His students probe these and other interpretations, and they themselves discover the gaps which challenge their inherited certainties.

Leonard Moore of the University of Texas-Austin, will draw from his recent book, Teaching Black History to White Students. His African American history courses regularly have waiting lists, despite his 500-seat capacity. He will discuss how he draws from his own life experiences to reach an audience that is usually half-white.