Teaching and Learning the Difficult Past

Comparative Perspectives

Magdalena H. Gross, Luke Terra (Herausgeber)

Buch | Softcover

304 Seiten

2020
Routledge (Verlag)
978-0-367-58267-8 (ISBN)

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Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.

Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA. Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.

Foreword

Simone Schweber

Introduction

Magdalena H. Gross and Luke Terra

Part I Theorizing the teaching and learning of difficult histories

Teaching difficult histories: The need for a dynamic research tradition

Keith Barton

Contextual Gatekeeping: Teacher decision-making in multiple and overlapping milieus

Thomas Misco

Sublime Understanding: Cultivating the Emotional Past

Cam Scribner

Part II Teaching difficult histories

4. An Inquiry-Based Curriculum Design for Difficult History

Bradley Fogo and Joel Breakstone

Ethical Judgments about the Difficult Past: Observations from the Classroom

Lindsay Gibson

When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict

Sivan Zakai

Warts, Polyps, Blisters and All? Problems in Learning to Teach a Provocative Past in a Troubling Way

Bruce VanSledright and Sebastian Burkholdt

Güeras, Indigenas, y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories

Maribel Santiago

Betrayal, Conversion, and Complicity in the Middle East Classroom

Taymiya R. Zaman

Part III Learning difficult histories

Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding Document

Terrie Epstein and Michael Harcourt

History Education, National Identity, and the Road to Brexit

Eleni Karayianni and Stuart Foster

"I need to hear a good ending":How students cope with historical violence.

Jeremy Jimenez

The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators

Gabriel A. Reich and Amy Corning

"We’ve Been Screwed": French Québecers and Their Past

Jocelyn Létourneau

Student Motivation to Confront Difficult Local History

Rob Lucas

Learning History Through Culture: The Krakow Jewish Festival

Ari Y. Kelman

"Still Racist, Just Less Outward About It:" Secondary Students Narrate Connections Between Slavery and Racism

Justine Lee

Sweetening the Past: Selling Heritage at Knott’s Berry Farm

Harper Keenan

Afterword

Sam Wineburg

Appendices

Erscheinungsdatum	01.07.2020
Verlagsort	London
Sprache	englisch
Maße	152 x 229 mm
Gewicht	453 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	0-367-58267-8 / 0367582678
ISBN-13	978-0-367-58267-8 / 9780367582678
Zustand	Neuware