Re-Membering History in Student and Teacher Learning

An Afrocentric Culturally Informed Praxis

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Philosophy & Social Aspects, Teaching, Teaching Methods
Cover of the book Re-Membering History in Student and Teacher Learning by Joyce E. King, Ellen E. Swartz, Taylor and Francis
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Author: Joyce E. King, Ellen E. Swartz ISBN: 9781134705344
Publisher: Taylor and Francis Publication: March 5, 2014
Imprint: Routledge Language: English
Author: Joyce E. King, Ellen E. Swartz
ISBN: 9781134705344
Publisher: Taylor and Francis
Publication: March 5, 2014
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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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