"Re-membering" history in student and teacher learning. An Afrocentric culturally informed praxis.

Autor/in	King, Joyce Elaine
Sonst. Personen	Swartz, Ellen (Mitarb.)
Titel	"Re-membering" history in student and teacher learning. An Afrocentric culturally informed praxis.
Quelle	New York: Routledge (2014), XVIII, 248 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9780415715126
Schlagwörter	African Americans; Education; African American schools; Curricula; Afrocentrism; Study and teaching; United States; African American teachers; Training of; EDUCATION / Multicultural Education; EDUCATION / Teaching Methods & Materials / Social Science; EDUCATION / Philosophy & Social Aspects; Erziehung + Suchen Sie Ihr Suchwort? Afroamerikaner; Bildung; Erziehung; African Americans; School; Schools; Schule; Curriculum; Lehrplan; Rahmenplan; Afro-centrisme; Afrozentrismus; Study; Studies; Teaching; Studium; Unterricht; USA; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Training; Ausbildung; Multicultural education; Multikulturelle Erziehung; Teaching materials; Teaching method; Teaching methods; Arbeitsmaterial; Lehrmethode; Unterrichtsmethode; Education; Philosophy; Social characteristics; Philosophie; Gesellschaftsbild
Abstract	"What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials--including most so-called multicultural materials--obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2014/3/09