Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed PraxisRoutledge, 2014. márc. 5. - 268 oldal 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. |
Tartalomjegyzék
1982 | |
ReMembering the Way to Content | |
Standards ReMembered | |
SECTION II | |
Using ReMembered Student Text as a Pedagogical Frame for Urban PreService | |
Culturally Informed Lesson Planning | |
Recovering History and the Parent Piece for Cultural WellBeing and Belonging | |
What ReMembered Texts ReMember | |
Appendix A Four IdentityGroup Narratives | |
Themes Concepts and Principles | |
Más kiadások - Összes megtekintése
“Re-Membering” History in Student and Teacher Learning: An Afrocentric ... Joyce E. King,Ellen E. Swartz Korlátozott előnézet - 2014 |