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Teaching History for Justice: Centering Activism in Students' Study of the Past
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Teaching History for Justice: Centering Activism in Students' Study of the Past
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Overview
Book Features:
- Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.
- Advocates for students to develop “thinking like an activist” in their approach to studying the past.
- Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.
- Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Product Details
ISBN-13: | 9780807764749 |
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Publisher: | Teachers College Press |
Publication date: | 12/25/2020 |
Series: | Research and Practice in Social Studies Series |
Pages: | 176 |
Sales rank: | 496,249 |
Product dimensions: | 6.12(w) x 9.00(h) x (d) |
About the Author
Table of Contents
1 Centering Justice in Students' Study of the Past 1
Why Do We Need to Teach History for Justice? 2
Where Does Teaching History for Justice Originate? 8
How Do We Teach History for Justice? 11
Conclusion 15
2 Thinking Like an Activist 16
Approaches to History Education 19
Types of Thinking in History 20
Using Activist Theories to Understand History 24
Thinking Like an Activist Classroom Tool 30
3 Social Inquiry 32
Making Inquiries Social 33
Inquiries Through a Historical Thinking Lens 34
Inquiries Through a Democratic Citizenship Lens 35
Inquiries Through a Justice Lens 35
4 Critical Multiculturalism 41
With Taylor Collins, Framingham Public Schools Making the Curriculum Multicultural and Critical 43
Critical Multiculturalism in Action 50
5 Transformative Democratic Citizenship 56
Studying a Political, but Nonpartisan, History 59
Studying a Political History That is Democratic and Multicultural 62
Transformative Democratic Citizenship In Action 67
6 U.S. History at the High School Level: Ms. Maria Lopez 73
History for Justice in the U.S. History Classroom 74
Ms. Maria Lopez's High School U.S. History Classroom 75
7 World History at the High School Level: Mr. Tom Kulig 90
With Maria R. Sequenzia, Framingham Public Schools History for Justice in the World History Classroom 91
Mr. Tom Kulig's High School World History Classroom 93
8 Ancient World History at the Middle Level: Ms. Joyce Smith 105
With Neema Avashia, Boston Public Schools History for Justice in the Ancient History Classroom 107
Ms. Joyce Smith's Middle School Ancient History Classroom 108
9 State and Local History at the Elementary Level: Mr. Frank Hashimoto 120
With Jennifer R, Bryson, Boston University History for Justice in the State and Local History Classroom 122
Mr. Hashimoto's Elementary School State and Local History Classroom 124
10 Overcoming Barriers 132
Overcoming the Barriers to History for Justice 133
Conclusion 140
References 141
About the Authors and Contributors 157
Index 159
What People are Saying About This
“Martell and Stevens offer an original and compelling framework for teaching history for social justice in the United States. Drawing on theories and practices of social activism, the authors argue that a critical approach to history education informed by social activism can enable students to understand how past social movements have led to greater justice in the present, and how a critical activist orientation can empower students in the present to promote social justice today and in the future. By including multiple examples of history teachers in diverse settings and at different grade levels who have enacted activist-oriented approaches, the book is among the most important and relevant resources for teaching and learning history during politically contentious times.”—Terrie Epstein, chair and professor of education, Hunter College, City University of New York
“In the wake of uprisings across the United States demanding racial justice,Teaching History for Justice is a timely contribution for social studies educators seeking to create classrooms focused on social change. Martell and Stevens not only make a compelling case for the need for justice in history education, but also provide educators with frameworks and pedagogical insights to cultivate students as activists. The approaches, strategies, and ideas found in this book give social studies educators a clear roadmap to leverage history education to create a more just and equitable future.”—Alexander Cuenca, assistant professor, Indiana University