Re-membering history in student and teacher learning : an Afrocentric culturally informed praxis /
"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...
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| Format: | eBook |
| Language: | English |
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New York :
Routledge,
2014.
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| Online Access: | Connect to the full text of this electronic book |
| Summary: | "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"-- |
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| Item Description: | Electronic resource. |
| Physical Description: | 1 online resource (xviii, 248 pages) |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9781134705276 (electronic bk.) 9781315882062 (electronic bk.) |