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Becoming a History Teacher
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.
Beyond Pedagogy
Beyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate. Be...
International Perspectives on Teaching Rival Histories
This book presents a survey of approaches to dealing with ‘rival histories’ in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the ‘history’ or ‘culture’ wars. In this book, authors from across the globe ponder the question “what can teachers do (and what are they doing) to address conflicting narratives of the same past?”, and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, ...
Toward a Stranger and More Posthuman Social Studies
Posthumanism has seen a surge across the humanities and offers a unique perspective, seeking to illuminate the role that more-than-human actors (e.g., affect, artifacts, objects, flora, fauna, other materials) play in the human experience. This book challenges the field of social studies education to think differently about the precarious status of the world (i.e., climate crisis, ongoing fights for racial equity, and Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming. In an effort to push the boundaries of what constitutes social studies, cha...
Exhibits and Displays
Exhibits and displays are booming and in demand at all types of libraries. From simple displays of books to full-scale museum-quality exhibitions, library exhibits can highlight collections that surprise visitors, tell stories, and engage audiences in innovative ways. Often, exhibits feature more than books—showcasing art, photographs, archival materials, multimedia elements, as well as hands-on activities. Stepping outside traditional walls, digital exhibits reach audiences beyond the circulation desk and pave another way for libraries to share information, promote resources, and even lead change in the community. Despite the growing interest, most library and information science (LIS) pr...
Social Education in the Twentieth Century
Since the birth of the republic, the aim of social education has been to prepare citizens for participation in democracy. In the twentieth century, theories about what constitutes good citizenship and who gets full citizenship in the civic polity changed dramatically. In this book, contributors with backgrounds in history of education, educational foundations, educational leadership, and social studies education consider how social education - inside and outside school - has responded to the needs of a society in which the nature and prerogatives of citizenship continue to be contentious issues.
Measuring History
Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how teachers are responding to them. At the heart of Measuring History are cases of classroom teachers in seven states (Florida, Kentucky, Michigan, New York, Texas, Mississippi, and Virginia) where new social studies standards and new, and generally high-stakes, state-level history tests are prominent. In these chapters, the authors describe and analyze the state’s testing efforts and how those efforts are being interpreted in the context of classroom practice. The results both support and challenge prevailing views on the efficacy of testing as a vehicle for educational reform. Catherine Horn (University of Houston) and I lay the groundwork for the case studies through a set of introductory chapters that examine the current environment, the research literature, and the technical qualities of history tests.
God, Grades, and Graduation
This book tells a story about the surprising ways in which a religious upbringing shapes the academic pathways for teens of different gender and class backgrounds. It shows how the attitudes and outlook of Christian teens who organize their life around their belief in God carries over to the academic realm. On the one hand, religious teens--especially working-class boys--earn better grades and complete more years of college than their non-religious peers. On the other hand, middle-upper class teens--especially girls--wind up choosing to attend less selective colleges than their peers with similar grades.
Global Citizenship Education
Global Citizenship Education addresses the intersection of globalization, education and programmatic efforts to prepare young people to live in a more interdependent, complex and fragile world. The book explores topics such as sustainability education, cultural diversity, and human rights education, offering critical insights into how these facets of GCE are interpreted around the world. The book also strives to give voice to student populations within historically marginalized communities, rather than focusing solely on the role of GCE in elite schools. Gaudelli blends theory and practice to provide both an overview of GCE as well as examining current efforts to develop more globally-conscious classrooms. Blending empirical research and practical illustrations, this important volume encourages educators to take seriously their own call to prepare young people to engage global challenges with a sense of urgency and helps chart a new direction for global learning that is increasingly expansive, dialogic and inclusive.
Contested Antiquity
While the archaeological legacies of Greece and Cyprus are often considered to represent some of the highest values of Western civilization—democracy, progress, aesthetic harmony, and rationalism—this much adored and heavily touristed heritage can quickly become the stage for clashes over identity and memory. In Contested Antiquity, Esther Solomon curates explorations of how those who safeguard cultural heritage are confronted with the best ways to represent this heritage responsibly. How should visitors be introduced to an ancient Byzantine fortification that still holds the grim reminders of the cruel prison it was used as until the 1980s? How can foreign archaeological institutes engage with another nation's heritage in a meaningful way? What role do locals have in determining what is sacred, and can this sense of the sacred extend beyond buildings to the surrounding land? Together, the essays featured in Contested Antiquity offer fresh insights into the ways ancient heritage is negotiated for modern times.
