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Teaching and Learning the Difficult Past: Comparative Perspectives de Magdalena H. Gross

Teaching and Learning the Difficult Past: Comparative Perspectives

Editat de Magdalena H. Gross, Luke Terra
en Limba Engleză Paperback – 30 iun 2020
Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.
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Specificații

ISBN-13: 9780367582678
ISBN-10: 0367582678
Pagini: 316
Dimensiuni: 152 x 229 x 20 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate

Cuprins

Foreword


Simone Schweber




Introduction


Magdalena H. Gross and Luke Terra




Part I Theorizing the teaching and learning of difficult histories









  1. Teaching difficult histories: The need for a dynamic research tradition



    Keith Barton







  2. Contextual Gatekeeping: Teacher decision-making in multiple and overlapping milieus



    Thomas Misco







  3. Sublime Understanding: Cultivating the Emotional Past



Cam Scribner




Part II Teaching difficult histories




4. An Inquiry-Based Curriculum Design for Difficult History


Bradley Fogo and Joel Breakstone









  1. Ethical Judgments about the Difficult Past: Observations from the Classroom



Lindsay Gibson









  1. When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict



    Sivan Zakai







  2. Warts, Polyps, Blisters and All? Problems in Learning to Teach a Provocative Past in a Troubling Way



    Bruce VanSledright and Sebastian Burkholdt







  3. Güeras, Indigenas, y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories



    Maribel Santiago







  4. Betrayal, Conversion, and Complicity in the Middle East Classroom



    Taymiya R. Zaman




    Part III Learning difficult histories







  5. Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding Document



    Terrie Epstein and Michael Harcourt







  6. History Education, National Identity, and the Road to Brexit



    Eleni Karayianni and Stuart Foster







  7. "I need to hear a good ending":How students cope with historical violence.



    Jeremy Jimenez







  8. The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators



    Gabriel A. Reich and Amy Corning







  9. "We’ve Been Screwed": French Québecers and Their Past



    Jocelyn Létourneau







  10. Student Motivation to Confront Difficult Local History



    Rob Lucas







  11. Learning History Through Culture: The Krakow Jewish Festival



    Ari Y. Kelman







  12. "Still Racist, Just Less Outward About It:" Secondary Students Narrate Connections Between Slavery and Racism



    Justine Lee







  13. Sweetening the Past: Selling Heritage at Knott’s Berry Farm



Harper Keenan


Afterword


Sam Wineburg


Appendices





Notă biografică

Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA.


Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.

Descriere

Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events.