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.

The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how each of the emancipatory pedagogies it delineates and demonstrates is supported by African worldview concepts and parallel knowledge, general understandings, values, and claims that are produced by that worldview To make African Diasporan cultural connections visible in the curriculum through numerous examples of cultural continuities––seen in the actions of Diasporan groups and individuals––that consistently exhibit an African worldview or cultural framework To provide teachers with content drawn from Africa’s legacy to humanity as a model for locating all students––and the cultures and groups they represent––as subjects in the curriculum and pedagogy of schooling This book expands the Afrocentric praxis presented in the authors’ "Re-membering" History in Teacher and Student Learning by combining "re-membered" (democratized) historical content with emancipatory pedagogies that are connected to an African cultural platform.

"Concise, nontechnical explanations of major principles of memory and attention, plus ideas for handling technology use in the classroom"--

American history is ubiquitous, underscoring everything from food to travel to architecture and design. It is also emotionally charged, frequently crossing paths with political and legal issues. In Remembering America, Lawrence R. Samuel examines the place that American history has occupied within education and popular culture and how it has continually shaped and reflected our cultural values and national identity. The story of American history, Samuel explains, is not a straight line but rather one filled with twists and turns and ups and downs, its narrative path as winding as that of the United States as a whole. Organized around six distinct eras of American history ranging from the 1920s to the present, Samuel shows that our understanding of American history has often generated struggle and contention as ideologically opposed groups battled over ownership of the past. As women and minorities gained greater power and a louder voice in the national conversation, our perspectives on American history became significantly more multicultural, bringing race, gender, and class issues to the forefront. These new interpretations of our history helped to reshape our identity on both a national and an individual level. Samuel argues that the fight for ownership of our past, combined with how those owners have imparted history to our youth, crucially affects who we are. Our interpretation and expression of our country’s past reflects how that self-identity has changed over the last one hundred years and created a strong sense of our collective history—one of the few things Americans all have in common.

This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms. Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on: * How to prepare students and teachers to participate in discussion * How to get discussions started * How to keep discussions going * How to ensure that teachers' and students' voices are kept in some sort of balance It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.

Perceptions and images of the Cold War as they appear in textbooks, in the classroom but also in public and in the scientific discourse are topic of this volume "Remembering and Recounting the Cold War – Commonly Shared History?". These perceptions and images are particularly interesting because they are part of the communicative memory and are thus in the process of undergoing change. It is also the task of history didactics, here understood as a science concerned with investigating, theorizing on and staging the way of how people and societies deal with history and memories, to describe, to analyze and to interpret such moldings of teaching cultures, memory cultures and, of course, individual and collective views of this era.

This book reviews the latest research in the field of autobiographical memory.