Re-Membering History in Student and Teacher Learning

An Afrocentric Culturally Informed Praxis
1. Auflage 2014
ISBN: 978-0-415-71513-3
Verlag: Routledge

Buch, Englisch, 268 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 396 g

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.

Autoren/Hrsg.

King, Joyce E.

Swartz, Ellen E.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Geistes- und Sozialwissenschaften (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Contents

Foreword - Molefi Kete Asante
Preface
Acknowledgments

Section I: An Afrocentric Culturally Informed Praxis of Historical Recovery
Chapter 1: Introduction
Chapter 2: Silenced History
Chapter 3: “Re-Membering” the Way to Content
Chapter 4: Standards “Re-Membered”

Section II: Studying the Use of “Re-Membered” Texts
Chapter 5: Austin Steward: “Home-Style” Teaching, Planning, and Assessment - Linda Campbell
Chapter 6: Using “Re-membered” Student Text as a Pedagogical Frame for Urban Pre-Service Mathematics Teachers - Shonda Lemons-Smith
Chapter 7: Culturally Informed Lesson Planning - Ericka López
Chapter 8: Recovering History and the “Parent Piece” for Cultural Well-Being and Belonging - Joyce E. King, Adrienne C. Goss, & Sherell A. McArthur
Chapter 9: Coda: What “Re-membered” Texts “Re-member”

Appendix A: Four Identity-Group Narratives
Appendix B: Lesson Summaries: Themes, Concepts, and Principles
Contributors

Über Autor(innen)

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.