Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process

Autor/in	Goldenberg, Barry M.
Titel	Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process
Quelle	In: Social Studies, 107 (2016) 2, S.47-67 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2015.1119667
Schlagwörter	History Instruction; Youth Programs; After School Programs; African American Students; High School Students; Apprenticeships; Scholarship; Skill Development; Urban Youth; African American History; Learning Activities; Social Studies; Urban Education; Student Research; Student Projects; Research Projects; Student Empowerment; Learner Engagement; Historians; New York + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Jugendsofortprogramm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Apprenticeship; Lehre; Scholarships; Stipendium; Kompetenzentwicklung; Qualifikationsentwicklung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Lernaktivität; Gemeinschaftskunde; Stadtteilbezogenes Lernen; Studentenforschung; Schulprojekt; Forschungsvorhaben; Studienberechtigung; Historian; Historiker
Abstract	This manuscript, written with the educator in mind, describes the Youth Historians in Harlem (YHH) program, a twenty-week after-school history program that engaged urban students in history by immersing them in aspects of the historical process. Throughout the program, a group of Black male high school students were apprenticed as historical scholars, learning the various skills of a historian through a carefully sequenced, four-step curriculum. Furthermore, students self-selected a historical topic relating to their lives, personal interests, and mostly, their Harlem community in which they live and/or learn. Despite new pedagogical strategies in history education, still, rarely are students exposed to history by "doing" it in ways that model the processes undertaken by historical scholars and that promote deep engagement in the discipline itself. Despite the relatively short length of the program, students were able to create historical projects and developed a newfound interest in history through this approach. Most importantly, student participants became empowered as intellectuals and learned various skill sets that they had previously not had. Overall, this manuscript illustrates how a Youth Historians paradigm has the potential to expand educators' notions of student engagement in history while serving as a blueprint for future, more expansive programs to be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01