Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities

Author:   Terrie Epstein
Publisher:   Taylor & Francis Ltd
Volume:   v. 3
ISBN:  

9780415960847


Pages:   188
Publication Date:   19 September 2008
Format:   Paperback
Availability:   In Print   Availability explained
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Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities


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Full Product Details

Author:   Terrie Epstein
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Volume:   v. 3
Dimensions:   Width: 15.20cm , Height: 1.00cm , Length: 22.90cm
Weight:   0.360kg
ISBN:  

9780415960847


ISBN 10:   0415960843
Pages:   188
Publication Date:   19 September 2008
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print   Availability explained
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.

Table of Contents

Series Editor's Introduction Lee Anne Bell Preface Acknowledgments Chapter 1: Whose History? The Role of Identity, Pedagogy, and Power in Teaching and Learning U.S. History Chapter 2: Mixed Messages and Missed Opportunities: Teachers’ Perspectives and Pedagogies on Race and Rights in U.S. History Chapter 3: The Racial Divide: Differences in White and Black Students’ Interpretations of U.S. History Chapter 4: Beyond the Classroom Door: Differences in Adolescents’ and Adults’ Interpretations of History and Society in Home and Community Settings Chapter 5: Re-envisioning the Racial Divide: Teaching and Learning History Across Differences Appendix A: Fifth Grade Picture Cards Appendix B: Picture Cards for Eighth and Eleventh Graders Appendix C: Research Methods References Index

Reviews

<p> Her [Epstein] book should appeal to several audiences. First, particularly for students of educational research, her analysis of how and why children and adolescents arrive at school with substantially different preconceived narratives about American history--and complete entire history courses with those dichotomous narratives substantially intact--makes a fascinating and instructive research case study (Yin, 2009) on the effects of pedagogy and curriculum materials on learning....Second, particularly for teachers of history, social studies, and race and ethnicity, her book provides several empirically-tested suggestions for how best to teach about and discuss issues of race, both to ethnically homogenous and multi-ethnic classes. Moreover, she provides numerous resources for curriculum and supplemental materials and activities that could well enrich both in-class and out-of-class learning about race in U.S. history. -- Teachers College Record, Date Published: January 22, 2009<p>


"""Her [Epstein] book should appeal to several audiences. First, particularly for students of educational research, her analysis of how and why children and adolescents arrive at school with substantially different preconceived narratives about American history--and complete entire history courses with those dichotomous narratives substantially intact--makes a fascinating and instructive research case study (Yin, 2009) on the effects of pedagogy and curriculum materials on learning....Second, particularly for teachers of history, social studies, and race and ethnicity, her book provides several empirically-tested suggestions for how best to teach about and discuss issues of race, both to ethnically homogenous and multi-ethnic classes. Moreover, she provides numerous resources for curriculum and supplemental materials and activities that could well enrich both in-class and out-of-class learning about race in U.S. history."" -- Teachers College Record, Date Published: January 22, 2009 ""Overall, this text serves as a great tool for those who wish to see the interplay between culturally responsive, culturally relevant, and social justice education. Epstein masterfully makes a case for the presence of these elements in the teaching of national history in order to enact altering learning experiences for all students, regardless of race."" -- Alexandra Cuenca, Education Review, Date Published: April 23, 2009 ""Epstein’s work provides an in-depth and rich set of data and findings that would be suitable for a range of classes, from pre-service programs through doctoral-level classes. The writing is accessible and engaging, and at 146 pages, compact and approachable.""—Jeremy Stoddard, Theory & Research in Social Education (Winter 2009): 140-143"


Her [Epstein] book should appeal to several audiences. First, particularly for students of educational research, her analysis of how and why children and adolescents arrive at school with substantially different preconceived narratives about American history--and complete entire history courses with those dichotomous narratives substantially intact--makes a fascinating and instructive research case study (Yin, 2009) on the effects of pedagogy and curriculum materials on learning....Second, particularly for teachers of history, social studies, and race and ethnicity, her book provides several empirically-tested suggestions for how best to teach about and discuss issues of race, both to ethnically homogenous and multi-ethnic classes. Moreover, she provides numerous resources for curriculum and supplemental materials and activities that could well enrich both in-class and out-of-class learning about race in U.S. history. -- Teachers College Record, Date Published: January 22, 2009 Overall, this text serves as a great tool for those who wish to see the interplay between culturally responsive, culturally relevant, and social justice education. Epstein masterfully makes a case for the presence of these elements in the teaching of national history in order to enact altering learning experiences for all students, regardless of race. -- Alexandra Cuenca, Education Review, Date Published: April 23, 2009 Epstein's work provides an in-depth and rich set of data and findings that would be suitable for a range of classes, from pre-service programs through doctoral-level classes. The writing is accessible and engaging, and at 146 pages, compact and approachable. -Jeremy Stoddard, Theory & Research in Social Education (Winter 2009): 140-143


Author Information

Hunter college and CUNY Graduate Center

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