Teaching History for the Common Good

ISBN-10: 0805839313
ISBN-13: 9780805839319
Edition: 2004
List price: $54.95 Buy it from $41.20
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Book details

List price: $54.95
Copyright year: 2004
Publisher: Lawrence Erlbaum Associates, Incorporated
Publication date: 4/8/2004
Binding: Paperback
Pages: 304
Size: 6.25" wide x 9.00" long x 0.75" tall
Weight: 0.880
Language: English

Preface
A Sociocultural Perspective on History Education
Using Theory and Research to Make Sense of History Education
The Four Stances: Purpose and Practice in Learning History
Tools for Making Sense of the Past
Children and Adults as Active Agents of Historical Learning
Contexts of Historical Learning
Conclusions
Participatory Democracy and Democratic Humanism
The Need for a Rationale for History Education
Public Education and Democratic Citizenship
Education for Democratic Participation
Conclusions
The Identification Stance
Identification With Personal and Family History
National Identification
Identification of the Present With the National Past
Identification, Participation, and Pluralism
Conclusions
The Analytic Stance
The History of the Present
Learning Lessons From the Past
Learning How Historical Accounts Are Created
Conclusions
The Moral Response Stance
Remembrance and Forgetting
Fairness and Justice
Heroes and Heroism
Conclusions
The Exhibition Stance
Exhibition as Personal Fulfillment
Exhibition as Accountability
Exhibition as Service to Others
Conclusions
Narrative Structure and History Education
The Meaning of Narrative
Students and Historical Narratives
Affordances and Constraints of Narrative
Narrative Structure as a Cultural Tool
Conclusions
Narratives of Individual Achievement and Motivation
The Role of Individual Narratives in History Education
The Appeal and Limitations of Individual Narratives
Individual Narratives as a Cultural Tool
Conclusions
The Story of National Freedom and Progress
Appropriation of the U.S. National Narrative
Diversity in Use of the National Narrative
Affordances and Constraints of the Narrative of Freedom and Progress
Conclusions
Inquiry
Inquiry as Reflective Thought
Affordances of Inquiry as a Tool
Students Engaging in Inquiry: Problems and Possibilities
The Tool of Inquiry and Its Component Parts
Conclusions
Historical Empathy as Perspective Recognition
The Components of Historical Empathy
A Sense of "Otherness"
Shared Normalcy
Historical Contextualization
Multiplicity of Historical Perspectives
Contextualization of the Present
The Constraint of Empathy as Perspective Recognition
Conclusions
Empathy as Caring
Varieties of Care in History Education
Caring About
Caring That
Caring For
Caring To
The Place of Care in the Tool Kit of History Education
Conclusions
Teacher Education and the Purposes of History
Teacher Knowledge and Education Reform
The Pedagogical Content Knowledge of History Teachers
Pedagogical Content Knowledge and Classroom Practice
The Practice of History Teaching
The Role of Purpose in History Teaching
Changing the Practice of History Teaching
Author Index
Subject Index

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