"The purpose of this book is to amplify the stories of practitioners who have critically examined and reflected on their successes and challenges when planning and/or teaching histories that they have identified as difficult. Representing a wide range of educational contexts in the United States and in other countries, - practitioners' (K-12 teachers and museum educators) voices and classrooms are at the center of each chapter. These stories provide readers with rare examples of how teachers plan for, teach, and reflect on difficult histories"--
Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book’s companion website www.teachingdifficulthistory.com.
Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts.
Journal of Curriculum Studies, 41, 679–709. doi:10.1080/00220270902947376 Epstein, T. (2009). Interpreting national history: Race, identity, ... Asian/American curricular epistemicide: From being excluded to being a model minority.
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 ...
Interpreting Difficult History at Museums and Historic Sites is framed by educational psychoanalytic theory and positions museum workers, public historians, and museum visitors as learners.
Supports such as these might provide very basic assistance for engaging in classroom talk. Researching strategies for engaging emergent bilingual (multilingual) students in social studies classroom discussions is an area that teachers ...
... culturally sustaining pedagogy . In K. Brine- gar , L. Harrison , & E. Hurd ( Eds . ) , Equity and cultural responsiveness in the middle grades ( pp . 159–179 ) . Information Age . National Middle School Association . ( 1995 ) . This we ...
Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking ...
Whether you’re a classroom teacher, methods student, or curriculum coordinator, this is a book that can transform your understanding of the social studies disciplines and their power to disrupt the narratives that maintain current ...
A Michael L. Printz Honor Book "This is East Texas, and there's lines.