Teaching and Learning the Difficult Past: Comparative Perspectives

ISBN-13: 9780367582678 / Angielski / Miękka / 2020 / 304 str.

Magdalena H. Gross; Luke Terra

Opis

Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events.

Spis treści

Foreword

Simone Schweber

Introduction

Magdalena H. Gross and Luke Terra

Part I Theorizing the teaching and learning of difficult histories

1. Teaching difficult histories: The need for a dynamic research tradition







Keith Barton












2. Contextual Gatekeeping: Teacher decision-making in multiple and overlapping milieus







Thomas Misco












3. Sublime Understanding: Cultivating the Emotional Past

Cam Scribner

Part II Teaching difficult histories

4. An Inquiry-Based Curriculum Design for Difficult History

Bradley Fogo and Joel Breakstone

1. Ethical Judgments about the Difficult Past: Observations from the Classroom

Lindsay Gibson

1. When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict







Sivan Zakai












2. Warts, Polyps, Blisters and All? Problems in Learning to Teach a Provocative Past in a Troubling Way







Bruce VanSledright and Sebastian Burkholdt












3. Güeras, Indigenas, y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories







Maribel Santiago












4. Betrayal, Conversion, and Complicity in the Middle East Classroom







Taymiya R. Zaman








Part III Learning difficult histories












5. Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation’s Founding Document







Terrie Epstein and Michael Harcourt












6. History Education, National Identity, and the Road to Brexit







Eleni Karayianni and Stuart Foster












7. "I need to hear a good ending":How students cope with historical violence.







Jeremy Jimenez












8. The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators







Gabriel A. Reich and Amy Corning












9. "We’ve Been Screwed": French Québecers and Their Past







Jocelyn Létourneau












10. Student Motivation to Confront Difficult Local History







Rob Lucas












11. Learning History Through Culture: The Krakow Jewish Festival







Ari Y. Kelman












12. "Still Racist, Just Less Outward About It:" Secondary Students Narrate Connections Between Slavery and Racism







Justine Lee












13. Sweetening the Past: Selling Heritage at Knott’s Berry Farm

Harper Keenan

Afterword

Sam Wineburg

Appendices

　

O autorze

Magdalena H. Gross is a Senior Research Associate at the Center to Support Excellence in Teaching (CSET) at Stanford University, USA.

Luke Terra is Director of Community Engaged Learning and Research at Stanford University, USA.