Teaching history for the common good
This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students.
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | E-Book Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Mahwah, NJ
Erlbaum
2004
Lawrence Erlbaum Associates, Inc., Publishers Taylor and Francis Lawrence Erlbaum Associates Taylor & Francis Group Routledge Lawrence Erlbaum |
| Ausgabe: | 1 |
| Schlagworte: | |
| ISBN: | 9780805839302, 9780805839319, 0805839313, 0805839305 |
| Online-Zugang: | Volltext |
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Inhaltsangabe:
- Affordances and Constraints of the Narrative of Freedom and Progress -- Conclusions -- 10. Inquiry -- Inquiry as Reflective Thought -- Affordances of Inquiry as a Tool -- Students Engaging in Inquiry: Problems and Possibilities -- The Tool of Inquiry and Its Component Parts -- Conclusions -- 11. Historical Empathy as Perspective Recognition -- The Components of Historical Empathy -- A Sense of "Otherness" -- Shared Normalcy -- Historical Contextualization -- Multiplicity of Historical Perspectives -- Contextualization of the Present -- The Constraint of Empathy as Perspective Recognition -- Conclusions -- 12. Empathy as Caring -- Varieties of Care in History Education -- Caring About -- Caring That -- Caring For -- Caring To -- The Place of Care in the Tool Kit of History Education -- Conclusions -- 13. Teacher Education and the Purposes of History -- Teacher Knowledge and Education Reform -- The Pedagogical Content Knowledge of History Teachers -- Pedagogical Content Knowledge and Classroom Practice -- The Practice of History Teaching -- The Role of Purpose in History Teaching -- Changing the Practice of History Teaching -- Author Index -- Subject Index
- Front Cover -- Teaching History for the Common Good -- Copyright Page -- Contents -- Preface -- 1. A Sociocultural Perspective on History Education -- Using Theory and Research to Make Sense of History Education -- The Four Stances: Purpose and Practice in Learning History -- Tools for Making Sense of the Past -- Children and Adults as Active Agents of Historical Learning -- Contexts of Historical Learning -- Conclusions -- 2. Participatory Democracy and Democratic Humanism -- The Need for a Rationale for History Education -- Public Education and Democratic Citizenship -- Education for Democratic Participation -- Conclusions -- 3. The Identification Stance -- Identification With Personal and Family History -- National Identification -- Identification of the Present With the National Past -- Identification, Participation, and Pluralism -- Conclusions -- 4. The Analytic Stance -- The History of the Present -- Learning Lessons From the Past -- Learning How Historical Accounts Are Created -- Conclusions -- 5. The Moral Response Stance -- Remembrance and Forgetting -- Fairness and Justice -- Heroes and Heroism -- Conclusions -- 6. The Exhibition Stance -- Exhibition as Personal Fulfillment -- Exhibition as Accountability -- Exhibition as Service to Others -- Conclusions -- 7. Narrative Structure and History Education -- The Meaning of Narrative -- Students and Historical Narratives -- Affordances and Constraints of Narrative -- Narrative Structure as a Cultural Tool -- Conclusions -- 8. Narratives of Individual Achievement and Motivation -- The Role of Individual Narratives in History Education -- The Appeal and Limitations of Individual Narratives -- Individual Narratives as a Cultural Tool -- Conclusions -- 9. The Story of National Freedom and Progress -- Appropriation of the U.S. National Narrative -- Diversity in Use of the National Narrative