Re-Membering History in Student and Teacher Learning e-bog
436,85 DKK
(inkl. moms 546,06 DKK)
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "e;Re-Membering"e; History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and expe...
E-bog
436,85 DKK
Forlag
Routledge
Udgivet
5 marts 2014
Længde
248 sider
Genrer
JNFR
Sprog
English
Format
pdf
Beskyttelse
LCP
ISBN
9781134705276
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "e;Re-Membering"e; History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials-including most so-called multicultural materials-obstruct democratized knowledge, but also takes the next step to construct and then study how "e;re-membered"e; student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.