- Summary
- "Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring with them to the classroom with those they leave with after a year of teacher instruction."--Jacket
- Series
- The teaching/learning social justice series
Teaching/learning social justice.
- Format
- Online resource
- Author/Creator
- Epstein, Terrie.
- Published
- New York, NY : Routledge, 2009
- Locale
- United States
États-Unis
- Contents
-
Whose history? the role of identity, pedagogy, and power in teaching and learning U.S. history
Mixed messages and missed opportunities : teachers' perspectives and pedagogies on race and rights in U.S. history
The racial divide : differences in white and black students' interpretations of U.S. history
Beyond the classroom door : differences in adolescents' and adults' interpretations of history and society in home and community settings
Re-envisioning the racial divide : teaching and learning history across differences.
- Notes
-
Includes bibliographical references (pages 147-155) and index.
Whose history? the role of identity, pedagogy, and power in teaching and learning U.S. history -- Mixed messages and missed opportunities : teachers' perspectives and pedagogies on race and rights in U.S. history -- The racial divide : differences in white and black students' interpretations of U.S. history -- Beyond the classroom door : differences in adolescents' and adults' interpretations of history and society in home and community settings -- Re-envisioning the racial divide : teaching and learning history across differences.
Print version record.
