1st Edition

History and Social Studies Education in a Context of Intolerance
Imagined Communities and Collective Memory





ISBN 9781138087187
Published December 3, 2018 by Routledge
304 Pages 4 B/W Illustrations

USD $155.00

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Book Description

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. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.

Table of Contents

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




  2. Keith Barton







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




  4. Thomas Misco







  5. 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




  2. Sivan Zakai







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




  4. Bruce VanSledright and Sebastian Burkholdt







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




  6. Maribel Santiago







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




  8. Taymiya R. Zaman





    Part III Learning difficult histories







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




  10. Terrie Epstein and Michael Harcourt







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




  12. Eleni Karayianni and Stuart Foster







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




  14. Jeremy Jimenez







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




  16. Gabriel A. Reich and Amy Corning







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




  18. Jocelyn Létourneau







  19. Student Motivation to Confront Difficult Local History




  20. Rob Lucas







  21. Learning History Through Culture: The Krakow Jewish Festival




  22. Ari Y. Kelman







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




  24. Justine Lee







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




Harper Keenan



Afterword



Sam Wineburg



Appendices





 

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Editor(s)

Biography

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.