Inhoudsopgave:
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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 materialsâincluding most so-called multicultural materialsâobstruct 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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