"Re-membering" history in student and teacher learning : an Afrocentric culturally informed praxis
- King, Joyce Elaine, 1947- author.
- New York, NY : Routledge, 2014.
- Copyright notice
- Physical description
- xviii, 248 pages : illustrations ; 23 cm
LC2771 .K56 2014
- Unknown LC2771 .K56 2014
- Includes bibliographical references and index.
- Contents Foreword - Molefi Kete Asante Preface Acknowledgments Section I: An Afrocentric Culturally Informed Praxis of Historical Recovery Chapter 1: Introduction Chapter 2: Silenced History Chapter 3: "Re-Membering" the Way to Content Chapter 4: Standards "Re-Membered" Section II: Studying the Use of "Re-Membered" Texts Chapter 5: Austin Steward: "Home-Style" Teaching, Planning, and Assessment - Linda Campbell Chapter 6: Using "Re-membered" Student Text as a Pedagogical Frame for Urban Pre-Service Mathematics Teachers - Shonda Lemons-Smith Chapter 7: Culturally Informed Lesson Planning - Ericka Lopez Chapter 8: Recovering History and the "Parent Piece" for Cultural Well-Being and Belonging - Joyce E. King, Adrienne C. Goss, & Sherell A. McArthur Chapter 9: Coda: What "Re-membered" Texts "Re-member" Appendix A: Four Identity-Group Narratives Appendix B: Lesson Summaries: Themes, Concepts, and Principles Contributors.
- (source: Nielsen Book Data)
- Publisher's Summary
- What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials-including most so-called multicultural materials-obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- Joyce E. King and Ellen E. Swartz with Linda Campbell, Shonda Lemons-Smith, Ericka López.
- Title Variation
- Remembering history in student and teacher learning