Teaching History for the Common Good / Edition 1

by Keith C. Barton

Overview

Grounding their evaluation of history education in the United States in its potential to prepare students for participation in a pluralist democracy, the authors examine research into the way students receive history education. They first explore four "stances" towards history such as the "identification stance," in which people see similarities between the past and the present. Next, the six principal "tools" of history—narrative structure, narratives of individual achievement, the narrative of freedom and progress, inquiry, perspective recognition, and caring—are discussed in individual chapters. A final chapter explores research related to teachers' knowledge and practice. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13:	2900805839318
Publisher:	Taylor & Francis
Publication date:	04/08/2004
Series:	Studies in Mathematical Thinking and Learning
Edition description:	New Edition
Pages:	300
Product dimensions:	6.00(w) x 1.25(h) x 9.00(d)

About the Author

Barton, Keith C.; Levstik, Linda S.

Table of Contents

	Preface	ix
1	A Sociocultural Perspective on History Education	1
	Using Theory and Research to Make Sense of History Education	3
	The Four Stances: Purpose and Practice in Learning History	7
	Tools for Making Sense of the Past	10
	Children and Adults as Active Agents of Historical Learning	12
	Contexts of Historical Learning	17
	Conclusions	19
2	Participatory Democracy and Democratic Humanism	25
	The Need for a Rationale for History Education	26
	Public Education and Democratic Citizenship	28
	Education for Democratic Participation	35
	Conclusions	40
3	The Identification Stance	45
	Identification With Personal and Family History	46
	National Identification	48
	Identification of the Present With the National Past	54
	Identification, Participation, and Pluralism	57
	Conclusions	64
4	The Analytic Stance	69
	The History of the Present	70
	Learning Lessons From the Past	75
	Learning How Historical Accounts Are Created	82
	Conclusions	85
5	The Moral Response Stance	91
	Remembrance and Forgetting	92
	Fairness and Justice	97
	Heroes and Heroism	102
	Conclusions	106
6	The Exhibition Stance	110
	Exhibition as Personal Fulfillment	111
	Exhibition as Accountability	113
	Exhibition as Service to Others	118
	Conclusions	124
7	Narrative Structure and History Education	129
	The Meaning of Narrative	129
	Students and Historical Narratives	132
	Affordances and Constraints of Narrative	136
	Narrative Structure as a Cultural Tool	139
	Conclusions	146
8	Narratives of Individual Achievement and Motivation	150
	The Role of Individual Narratives in History Education	151
	The Appeal and Limitations of Individual Narratives	154
	Individual Narratives as a Cultural Tool	159
	Conclusions	162
9	The Story of National Freedom and Progress	166
	Appropriation of the U.S. National Narrative	167
	Diversity in Use of the National Narrative	171
	Affordances and Constraints of the Narrative of Freedom and Progress	177
	Conclusions	182
10	Inquiry	185
	Inquiry as Reflective Thought	186
	Affordances of Inquiry as a Tool	188
	Students Engaging in Inquiry: Problems and Possibilities	191
	The Tool of Inquiry and Its Component Parts	197
	Conclusions	201
11	Historical Empathy as Perspective Recognition	206
	The Components of Historical Empathy	208
	A Sense of "Otherness"	210
	Shared Normalcy	211
	Historical Contextualization	213
	Multiplicity of Historical Perspectives	215
	Contextualization of the Present	218
	The Constraint of Empathy as Perspective Recognition	221
	Conclusions	223
12	Empathy as Caring	228
	Varieties of Care in History Education	229
	Caring About	229
	Caring That	232
	Caring For	234
	Caring To	237
	The Place of Care in the Tool Kit of History Education	240
	Conclusions	241
13	Teacher Education and the Purposes of History	244
	Teacher Knowledge and Education Reform	245
	The Pedagogical Content Knowledge of History Teachers	246
	Pedagogical Content Knowledge and Classroom Practice	248
	The Practice of History Teaching	252
	The Role of Purpose in History Teaching	254
	Changing the Practice of History Teaching	258
	Author Index	267
	Subject Index	275