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Teaching and Learning the Difficult Past: Comparative Perspectives book cover

1st Edition

Teaching and Learning the Difficult Past Comparative Perspectives

Edited By Magdalena H. Gross, Luke Terra Copyright 2019
    316 Pages
    by Routledge

    316 Pages 4 B/W Illustrations
    by Routledge

    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.

    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







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




      3. Thomas Misco







    3. 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







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




      3. Bruce VanSledright and Sebastian Burkholdt







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




      4. Maribel Santiago







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




      5. Taymiya R. Zaman





      Part III Learning difficult histories







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




      6. Terrie Epstein and Michael Harcourt







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




      7. Eleni Karayianni and Stuart Foster







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




      8. Jeremy Jimenez







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




      9. Gabriel A. Reich and Amy Corning







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




      10. Jocelyn Létourneau







    10. Student Motivation to Confront Difficult Local History




      11. Rob Lucas







    11. Learning History Through Culture: The Krakow Jewish Festival




      12. Ari Y. Kelman







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




      13. Justine Lee







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




    Harper Keenan



    Afterword



    Sam Wineburg



    Appendices





    　

    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.

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