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Abstract Historical fiction is a powerful genre for inviting children into meaningful conversations centered on the lived experiences of others. Historical inquiry immerses readers in interdisciplinary research experiences and complements language arts Common Core State Standards that call for a balance of fiction and non‐fiction text. Antiracist lenses enhance inquiry conversations and help students articulate nuanced understandings of the fictionalized historical events while developing disciplinary and racial literacy knowledge necessary for humanizing history. This article highlights how we, as teacher educators, use historical fiction to engage teacher candidates in inquiry‐based social studies lessons to develop their disciplinary and racial literacy skills and practices. Then, we offer an example of how to integrate the C3 inquiry approach using Finding Langston (Cline‐Ransome, 2018), a historical fiction text set during the Great Migration, to engage elementary‐aged readers in explorations of history, sparking children’s agency and engagement in their own learning.
Croix et al. (Sun,) studied this question.
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