Interpreting National History
Race, Identity, and Pedagogy in Classrooms and Communities
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Also included are discussions of what methods teachers might have instead used done to create better, more just understandings of history. Finally, the concluding chapters provide research based examples of challenges and possibilities facing teachers who want to examine their own views toward teaching national history and society and engage in more culturally responsive pedagogy.
Examines the differences in black and white students' interpretations of US history in classroom and community settings, illuminating how racial identities work with and against teachers' pedagogies to shape students' understandings of history and contemporary society.
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