Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms

Autor/in	Parkhouse, Hillary
Titel	Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms
Quelle	In: Theory and Research in Social Education, 46 (2018) 2, S.277-317 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parkhouse, Hillary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1389327
Schlagwörter	United States History; History Instruction; Ethnography; High School Students; Grade 11; Critical Theory; Teaching Methods; Marxian Analysis; Educational Practices; Theory Practice Relationship; Social Justice; Racial Bias; Social Action; Activism; Context Effect; Participant Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Marxism; Marxismus; Bildungspraxis; Theorie-Praxis-Beziehung; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Soziales Handeln; Aktivismus; Politischer Protest; Teilnehmende Beobachtung
Abstract	While the conceptual work on critical pedagogy is undeniably rich, few empirical studies have examined its applications in K-12 classroom settings and impacts on students. Based on ethnographic research in 2 public 11th grade U.S. History classrooms with critical teachers, this article describes 3 pedagogies that enhanced students' critical consciousness and agency to act on the world: naming, questioning, and demystification. These pedagogies emerged via dialogical relations between each teacher and her particular students, in 1 particular time and place. Thus, they are not presented as models to be applied elsewhere but rather as generative examples that educators can use to consider critical pedagogy in their own contexts. In addition, the study reveals how a standards-based U.S. History curriculum--constraining though it may be--can play a role in emancipatory pedagogy. Through centering instruction on students' immediate social realities, but tying these to historical antecedents, including histories of oppression and resistance, the teachers empowered their students to name and question contemporary hegemonic forces. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01