Description
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" 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 "re-membered" 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.
Author: Joyce E. King, Ellen E. Swartz
Publisher: Routledge
Published: 03/03/2014
Pages: 248
Binding Type: Paperback
Weight: 0.80lbs
Size: 8.90h x 6.00w x 0.70d
ISBN13: 9780415715133
ISBN10: 041571513X
BISAC Categories:
- Education | Multicultural Education
- Education | Teaching | Subjects | Social Science
- Education | Philosophy, Theory & Social Aspects
About the Author
Joyce E. King holds the Benjamin E. Mays Endowed Chair for Urban Teaching, Learning and Leadership at Georgia State University, USA.
Ellen E. Swartz is an Education Consultant in curriculum development and the construction of culturally informed instructional materials for K-12 teachers and students.
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