Re-Membering History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis Contributor(s): King, Joyce E. (Author), Swartz, Ellen E. (Author) |
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ISBN: 041571513X ISBN-13: 9780415715133 Publisher: Routledge
Binding Type: Paperback - See All Available Formats & Editions Published: March 2014 |
Additional Information |
BISAC Categories: - Education | Multicultural Education - Education | Teaching Methods & Materials - Social Science - Education | Philosophy, Theory & Social Aspects |
Dewey: 371.829 |
Physical Information: 0.7" H x 6" W x 8.9" L (0.80 lbs) 248 pages |
Themes: - Ethnic Orientation - Multicultural |
Features: Bibliography, Illustrated, Index, Table of Contents |
Review Citations: Choice 01/01/2015 pg. 865 |
Descriptions, Reviews, Etc. |
Publisher Description: 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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