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Interpreting National History ─ Race, Identity, and Pedagogy in Classrooms and Communities
商品資訊
ISBN13：9780415960847
出版社：Routledge UK
作者：Terrie Epstein
出版日：2008/11/15
裝訂／頁數：平裝／192頁
規格：22.2cm*15.2cm*1.3cm (高/寬/厚)
版次：1
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商品簡介
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.
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.
作者簡介
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.
目次
Series Editor's Introduction Lee Anne BellPrefaceAcknowledgments
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 CardsAppendix B: Picture Cards for Eighth and Eleventh GradersAppendix C: Research MethodsReferencesIndex
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 CardsAppendix B: Picture Cards for Eighth and Eleventh GradersAppendix C: Research MethodsReferencesIndex
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