Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities: Teaching/Learning Social Justice
Autor Terrie Epsteinen Limba Engleză Paperback – 19 sep 2008
Illuminates how textbooks, pedagogies, and contemporary learning standards are often disconnected from students’ cultural identities
Explores how students and parents interpret history and society in home and community settings
Successfully analyzes examples of the challenges and possibilities facing teachers of history and social studies
Provides alternative approaches for those who want to examine their own views toward teaching national history and aspire to engage in more culturally responsive pedagogy.
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Specificații
ISBN-13: 9780415960847
ISBN-10: 0415960843
Pagini: 188
Ilustrații: 1 table
Dimensiuni: 152 x 229 x 15 mm
Greutate: 0.36 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Teaching/Learning Social Justice
Locul publicării:Oxford, United Kingdom
ISBN-10: 0415960843
Pagini: 188
Ilustrații: 1 table
Dimensiuni: 152 x 229 x 15 mm
Greutate: 0.36 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Teaching/Learning Social Justice
Locul publicării:Oxford, United Kingdom
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Cuprins
Series Editor's Introduction Lee Anne Bell
Preface
Acknowledgments
Chapter 1: Whose History? The Role of Identity, Pedagogy, and Power in Teaching and Learning U.S. History
Chapter 2: Mixed Messages and Missed Opportunities: Teachers’ Perspectives and Pedagogies on Race and Rights in U.S. History
Chapter 3: The Racial Divide: Differences in White and Black Students’ Interpretations of U.S. History
Chapter 4: Beyond the Classroom Door: Differences in Adolescents’ and Adults’ Interpretations of History and Society in Home and Community Settings
Chapter 5: Re-envisioning the Racial Divide: Teaching and Learning History Across Differences
Appendix A: Fifth Grade Picture Cards
Appendix B: Picture Cards for Eighth and Eleventh Graders
Appendix C: Research Methods
References
Index
Preface
Acknowledgments
Chapter 1: Whose History? The Role of Identity, Pedagogy, and Power in Teaching and Learning U.S. History
Chapter 2: Mixed Messages and Missed Opportunities: Teachers’ Perspectives and Pedagogies on Race and Rights in U.S. History
Chapter 3: The Racial Divide: Differences in White and Black Students’ Interpretations of U.S. History
Chapter 4: Beyond the Classroom Door: Differences in Adolescents’ and Adults’ Interpretations of History and Society in Home and Community Settings
Chapter 5: Re-envisioning the Racial Divide: Teaching and Learning History Across Differences
Appendix A: Fifth Grade Picture Cards
Appendix B: Picture Cards for Eighth and Eleventh Graders
Appendix C: Research Methods
References
Index
Recenzii
"Her [Epstein] book should appeal to several audiences. First, particularly for students of educational research, her analysis of how and why children and adolescents arrive at school with substantially different preconceived narratives about American history--and complete entire history courses with those dichotomous narratives substantially intact--makes a fascinating and instructive research case study (Yin, 2009) on the effects of pedagogy and curriculum materials on learning....Second, particularly for teachers of history, social studies, and race and ethnicity, her book provides several empirically-tested suggestions for how best to teach about and discuss issues of race, both to ethnically homogenous and multi-ethnic classes. Moreover, she provides numerous resources for curriculum and supplemental materials and activities that could well enrich both in-class and out-of-class learning about race in U.S. history." -- Teachers College Record, Date Published: January 22, 2009
"Overall, this text serves as a great tool for those who wish to see the interplay between culturally responsive, culturally relevant, and social justice education. Epstein masterfully makes a case for the presence of these elements in the teaching of national history in order to enact altering learning experiences for all students, regardless of race." -- Alexandra Cuenca, Education Review, Date Published: April 23, 2009
"Epstein’s work provides an in-depth and rich set of data and findings that would be suitable for a range of classes, from pre-service programs through doctoral-level classes. The writing is accessible and engaging, and at 146 pages, compact and approachable."—Jeremy Stoddard, Theory & Research in Social Education (Winter 2009): 140-143
"Overall, this text serves as a great tool for those who wish to see the interplay between culturally responsive, culturally relevant, and social justice education. Epstein masterfully makes a case for the presence of these elements in the teaching of national history in order to enact altering learning experiences for all students, regardless of race." -- Alexandra Cuenca, Education Review, Date Published: April 23, 2009
"Epstein’s work provides an in-depth and rich set of data and findings that would be suitable for a range of classes, from pre-service programs through doctoral-level classes. The writing is accessible and engaging, and at 146 pages, compact and approachable."—Jeremy Stoddard, Theory & Research in Social Education (Winter 2009): 140-143
Descriere
Interpreting National History examines the differences in black and white students' interpretations of U.S. history in classroom and community settings, illuminating how racial identities work with and against teachers’ pedagogies to shape students’ understandings of history and contemporary society.