Teaching History for the Common Good

Teaching History for the Common Good

by Keith C. Barton, Linda S. Levstik

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Product Details

ISBN-13: 9780805839302
Publisher: Taylor & Francis
Publication date: 04/14/2004
Series: Studies in Mathematical Thinking and Learning
Pages: 300
Product dimensions: 6.00(w) x 9.00(h) x 0.90(d)

Table of Contents

Prefaceix
1A Sociocultural Perspective on History Education1
Using Theory and Research to Make Sense of History Education3
The Four Stances: Purpose and Practice in Learning History7
Tools for Making Sense of the Past10
Children and Adults as Active Agents of Historical Learning12
Contexts of Historical Learning17
Conclusions19
2Participatory Democracy and Democratic Humanism25
The Need for a Rationale for History Education26
Public Education and Democratic Citizenship28
Education for Democratic Participation35
Conclusions40
3The Identification Stance45
Identification With Personal and Family History46
National Identification48
Identification of the Present With the National Past54
Identification, Participation, and Pluralism57
Conclusions64
4The Analytic Stance69
The History of the Present70
Learning Lessons From the Past75
Learning How Historical Accounts Are Created82
Conclusions85
5The Moral Response Stance91
Remembrance and Forgetting92
Fairness and Justice97
Heroes and Heroism102
Conclusions106
6The Exhibition Stance110
Exhibition as Personal Fulfillment111
Exhibition as Accountability113
Exhibition as Service to Others118
Conclusions124
7Narrative Structure and History Education129
The Meaning of Narrative129
Students and Historical Narratives132
Affordances and Constraints of Narrative136
Narrative Structure as a Cultural Tool139
Conclusions146
8Narratives of Individual Achievement and Motivation150
The Role of Individual Narratives in History Education151
The Appeal and Limitations of Individual Narratives154
Individual Narratives as a Cultural Tool159
Conclusions162
9The Story of National Freedom and Progress166
Appropriation of the U.S. National Narrative167
Diversity in Use of the National Narrative171
Affordances and Constraints of the Narrative of Freedom and Progress177
Conclusions182
10Inquiry185
Inquiry as Reflective Thought186
Affordances of Inquiry as a Tool188
Students Engaging in Inquiry: Problems and Possibilities191
The Tool of Inquiry and Its Component Parts197
Conclusions201
11Historical Empathy as Perspective Recognition206
The Components of Historical Empathy208
A Sense of "Otherness"210
Shared Normalcy211
Historical Contextualization213
Multiplicity of Historical Perspectives215
Contextualization of the Present218
The Constraint of Empathy as Perspective Recognition221
Conclusions223
12Empathy as Caring228
Varieties of Care in History Education229
Caring About229
Caring That232
Caring For234
Caring To237
The Place of Care in the Tool Kit of History Education240
Conclusions241
13Teacher Education and the Purposes of History244
Teacher Knowledge and Education Reform245
The Pedagogical Content Knowledge of History Teachers246
Pedagogical Content Knowledge and Classroom Practice248
The Practice of History Teaching252
The Role of Purpose in History Teaching254
Changing the Practice of History Teaching258
Author Index267
Subject Index275

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