The Past as Liberation from HistoryThe Past as Liberation from History explores the difference between the social construction we call history and the lived experience we call the past, arguing that by failing to distinguish between the two, we risk unquestionably accepting as authoritative accounts of the past in which we have no voice. It shows that identities rooted in the richness and variety of the past, even when the history is painful, serve the purpose of drawing us closer to one another as we seek to realize our shared dreams of life, liberty, and the pursuit of happiness. By placing in counterpoint broader educational concerns with the teaching experiences of the author, the study also explores this individual's testimony as a teacher seeking to make relevant for his students the examination of the past. |
From inside the book
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Page 77
... allows for a reconstruction of the past in ways that speak to the identity of the present . It insists on fidelity to the ... allow the past to be seen in different lights . We carry with us as a lodestone , however , faith that we can ...
... allows for a reconstruction of the past in ways that speak to the identity of the present . It insists on fidelity to the ... allow the past to be seen in different lights . We carry with us as a lodestone , however , faith that we can ...
Page 104
... allowed that he felt " a certain loyalty to the state of Alabama : I was born and raised here and I have sowed my ... allows for something more substantial than might otherwise be expected . Even though my students made for a somewhat ...
... allowed that he felt " a certain loyalty to the state of Alabama : I was born and raised here and I have sowed my ... allows for something more substantial than might otherwise be expected . Even though my students made for a somewhat ...
Page 152
... allowing them much time to play . The deacon was not to allow me any thing for my services , except my food , clothing , and three months ' schooling in win- ter ; and , therefore , I did not see any money , except a few pennies which ...
... allowing them much time to play . The deacon was not to allow me any thing for my services , except my food , clothing , and three months ' schooling in win- ter ; and , therefore , I did not see any money , except a few pennies which ...
Contents
The Past I Have Known | 87 |
Fridays Belong to Ned Cobb | 103 |
Interpreting the Past with Light and Shadow | 123 |
Copyright | |
2 other sections not shown
Common terms and phrases
Albion American antebellum antebellum South believe Books carpetbagger Census challenge Chapter Clansman classroom Cobb Cobb's common school Company Culclasure culture daguerreotype David Schenck described documents Edgefield Edward Isham Ephrata example existence experience faith farmer fashion federal Fool's Errand Georgia Giroux God's Dangers historian human identity individual Klan Knopf knowledge Ku Klux Klan learning Leopard's Spots Lerner Library of America lived meaning memory narrative Nate Shaw nation never North Carolina novel Orangeburg County Oxford University Press paradox past past's perhaps photographs political poor white Population Schedule Postmodern present public school questions realize relationships role Rosengarten sense Servosse slavery slaves social society stories struggle T. S. Eliot teacher teaching tell textbooks Theodore Rosengarten Thomas Dixon tion Tourgée Tourgée's transcendence understand values voices W. E. B. Du Bois William woman women Wyatt-Brown York young
References to this book
Doing History: Investigating with Children in Elementary and Middle Schools Linda S. Levstik,Keith C. Barton No preview available - 2005 |