How Students Navigate the Construction of Heritage Narratives

Autor/in	Levy, Sara A.
Titel	How Students Navigate the Construction of Heritage Narratives
Quelle	In: Theory and Research in Social Education, 45 (2017) 2, S.157-188 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2016.1240636
Schlagwörter	High School Students; Case Studies; Cultural Background; Asian History; War; World History; Foreign Countries; Public Schools; History Instruction; Learner Engagement; Psychological Patterns; Asian American Students; Modern History; Semi Structured Interviews; Grounded Theory; Chinese Americans; Hmong People; Jews; Story Telling; Vietnam; China; Minnesota (Saint Paul); California (Los Angeles); Illinois (Chicago) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Krieg; Weltgeschichte; Ausland; Public school; Öffentliche Schule; History lessons; Geschichtsunterricht; Asian immigrant; United States; Asiatischer Einwanderer; USA; Neuere Geschichte; Chinese; Chinesen; Jew; Jude; Jüdin; Juden
Abstract	Using a multiple case study design, I examine how public high school students (n = 17) make sense of narratives about defining events with which they have specific heritage connections. Focusing on 3 groups of students (Hmong, Chinese, and Jewish) studying 3 heritage events (respectively, the Vietnam War, Modern China, and the Holocaust), this article addresses the following research question: How do students in public schools construct narratives of those events with which they have a "heritage connection"? Findings indicate that students appreciate, benefit, and learn from the inclusion of heritage histories in their high school classrooms; they can engage in complex historical thinking about subjects that may hold heavy emotional weight; and emotion can facilitate student engagement with heritage histories. Importantly, including these histories in the official knowledge of the classroom legitimated the stories and demonstrated to the students that their own and their families' pasts are an important part of history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01