Hearing their voices : teaching history to students of color / Kay Traille
- Author
- Traille, Kay
- Published
- Lanham : Rowman & Littlefield, [2020]
- Copyright Date
- ©2020
- Physical Description
- xx, 163 pages ; 24 cm
- Contents
- Machine generated contents note: ch. 1 The History of History Education for African American Students Since 1800 -- Antebellum Denial of African American Education -- Education Trends in the United States -- Black Codes -- Booker T. Washington and W. E. B. Du Bois -- Exclusionary Stories -- History Education -- Marcus Garvey and Black Consciousness -- Carter G. Woodson -- Education Since the Brown v. Board of Education Topeka Decision -- Sputnik and Education -- Deficit Cultures -- Title 1 and Head Start -- The Coleman Report -- Students Taking Center Stage -- Busing and Integration -- Legislation -- Bilingual Education (1968-2001) -- Title IX (1972) -- PL 94-142 (1975) Later Became Individuals with Disabilities Education Act (1991, 1997) -- A Nation at Risk (1983) -- No Child Left Behind (2001) -- In-Service and Pre-Service Teachers -- American Schools in the Twenty-First Century -- ch. 2 How Students Learn History and Why It Matters -- Why How Students Learn History Is Important -- Understanding Students' Thinking about History: Why Inclusive Narratives Are Important -- Teaching and Learning History -- How Students Make Sense of History -- African Americans and History Lessons -- Afrocentric Narratives -- Multiculturalism -- ch. 3 Cognitive and Affective Factors and Possible Impact on the Learning of Multicultural Students -- Extrinsic and Intrinsic Motivation -- Fearing Failure -- Motivational Processes -- The Nature of the Self-Concept -- Self-Concept and Self-Esteem -- Age and Self-Concept -- Self-Efficacy and Educational Attainment -- The Black Self-Concept -- Social Identity -- A Social Constructionist Perspective of Self -- The Role of Attitudes in Processing Learning -- Attitudes and Behavior -- Approaches for Encouraging Attitude Change -- Brain-Based Research -- ch. 4 Students of Color Talk About the Role and Purpose of History in Their Lives -- Fact Finding Interviews -- Talking About School History -- History Is for Helping Us Understand the Contemporary and a Guide for Future Action -- Memory -- History Is for Telling Us Who We Are or Can Be -- Possible Selves -- Hidden Histories -- History Is for Personal and Social Interest -- History Is for Personal and Social Knowledge -- Issues of Perspective and Historical Explanation -- ch. 5 Decoding Student's Ideas -- Student Profiles -- History Is Ideal -- History Is Satisfactory -- History Is Inadequate -- What We Dislike about History Lessons -- Loving and Loathing: Differences in Motivation -- Personal Interest -- Lack Of and Negative Representation -- Connecting and Disconnecting -- Discussing and Understanding -- Role-Play and Discussion -- Interest and Curiosity -- Likes and Dislikes -- Content and Teaching -- Teaching Methods and Strategies -- Doing History -- Pattern of Findings -- Responses from Black Students -- Conclusions -- ch. 6 Counterstories of American History: Students of Color Examine the Past -- Background -- Task 1 Nelson Mandela -- Task 2 -- Task 1 Second World War -- Counterstories -- Silent Observers -- Setting and Participants -- Research Questions -- Counterstories of Native Nations: Students of Color -- White Students and Native Nations -- Counterstories of Slavery: Students of Color -- White Students and Slavery -- The Civil War -- Students of Color and White Students' Counterstories of Post-Civil War Life -- Discussion -- ch. 7 An Approach for Teaching World History -- Participants -- Context -- Baudohno, Fantasy or the Lying Historian -- Religion and Identity -- Origins -- Eurocentric "Exceptionalism" -- Alternative Narratives -- Eras -- Eurocentrism -- The Origins of the Modem World -- Differences in Students' Data -- Eras -- Conclusion -- ch. 8 Cultivating Curiosity, Complexity and Authentic Engagement in History Classrooms for Students of Color -- Prerequisites and Preparations -- Attitudes and Expectations of Educators -- Communication -- Building Relationships -- Linguistically Relevant and Responsive Pedagogy -- Families and Communities -- Activity---Classroom Climate -- Activity-Negotiating Expectations and Behaviors -- Reading and Writing -- Activity---Developing New Competencies -- Strategies and Methods -- Perspectives -- Digital Frameworks -- Identities and Social Groups -- Counterfactual and Complex Histories -- Black Consciousness and the Building and Protecting of America -- Slavery -- Activities---Collaborative Instruction -- Using Material Culture -- Activity---Testing With Less Fear -- In Summary -- Conclusion -- Appendix -- Data Collection, Coding and Method of Analysis for Counterstories in Chapter 7 -- Category Coding -- Categories and Indicators.
- Summary
- "This book is about what teachers need to know before they teach history to students of color. It is a book about the inside feel of these students and what they think and say history is for, based on research in the United States with reflections on the United Kingdom. It gives history teachers a better understanding of why culturally relevant pedagogy, inclusion and issues surrounding diversity are of crucial importance if we are to reach these students. We live in a world where many multicultural students think they have little connection with the histories, traditions and values in which they have grown up, some look toward groups who promise them a sense of belonging and ownership of created histories which clash with and threaten democratic societies. This book begins with the belief that it is important to understand how a subject, history, makes non-White students think and feel about themselves. At its center are assertions made by students of color who think learning history that is rich in aspects they can connect with culturally and personally, is important and necessary in gaining and holding their attention. Then I make suggestions of how we best communicate and set high expectations for these students, how as history teachers we use strategies to better engage these students, and redirect the unengaged. We need to make sure history educators provide necessary and appropriate scaffolding for students of colour to better process what they learn in history lessons, making sure they are engaged in higher-order thinking in an equitable safe environment where they see and know that their diversities are respected and valued."--Publisher's synopsis.
- Subject(s)
- ISBN
- 9781475855562 (pbk.: alk. paper)
1475855567 (pbk.: alk. paper)
9781475855555 (cloth : alk. paper)
1475855559 (cloth : alk. paper) - Bibliography Note
- Includes bibliographical references (pages 143-152) and index.
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