Epstein Interpreting National History

Race, Identity, and Pedagogy in Classrooms and Communities
Erscheinungsjahr 2010
ISBN: 978-1-135-90112-7
Verlag: CRC Press
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 192 Seiten

Reihe: Teaching/Learning Social Justice

How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring with them to the classroom with those they leave with after a year of teacher's instruction. Firmly grounded in history and social studies education theory and practice, this powerful book:

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.

Autoren/Hrsg.

Epstein, Terrie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

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

Über Autor(innen)

Terrie Epstein is Associate Professor in the Department of Curriculum and Teaching, Hunter College and an affiliated faculty member of the Ph. D. Program in Urban Education at the CUNY Graduate Center.