The Past as Liberation from History"The 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
Results 1-3 of 48
Page 30
... historian to interpret the rare docu- mentation of this individual's life within a cultural context that is now gone . ... the significance of violence for people living in a culture saturated with it ; the substratum of cultural ...
... historian to interpret the rare docu- mentation of this individual's life within a cultural context that is now gone . ... the significance of violence for people living in a culture saturated with it ; the substratum of cultural ...
Page 60
Tragically , how- ever , the stories of survival and maintaining cultural identity dur- ing a hostile time , monumental ... to the more immediate concerns of maintaining a sense of self in a culture that confuses identity and power .
Tragically , how- ever , the stories of survival and maintaining cultural identity dur- ing a hostile time , monumental ... to the more immediate concerns of maintaining a sense of self in a culture that confuses identity and power .
Page 144
For the students in my classroom , however , historiographic issues like these , while worth raising , are less important than the awareness that an era's textbooks are a conduit for transmitting a culture's values .
For the students in my classroom , however , historiographic issues like these , while worth raising , are less important than the awareness that an era's textbooks are a conduit for transmitting a culture's values .
What people are saying - Write a review
We haven't found any reviews in the usual places.
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
ability able allow American appears believe Books called Census challenge Chapter classroom Cobb Company consider County course critical Critical Pedagogy culture daguerreotype David described desire Dixon documents Edward Isham example existence expected experience fact faith fashion feel historian hope human identity important individual Isham issues knowledge known learning less limitations lived look meaning memory narrative never North Carolina Notes novel offers past perhaps photographs political poor possessed possible present Press questions realize recognize record relationships remains sense share slaves social society South southerners stories struggle teacher teaching tell textbooks things thinking thought tion Tourgée understand United University University Press values voices woman women write 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 |
Bibliographic information
| Title | The Past as Liberation from History Volume 63 of Counterpoints (New York, N.Y.), ISSN 1058-1634 Volume 63 of Counterpoints of Education Series |
| Author | Scott P. Culclasure |
| Publisher | P. Lang, 1999 |
| Original from | the University of Michigan |
| Digitized | 6 Jun 2008 |
| ISBN | 0820438405, 9780820438405 |
| Length | 170 pages |
| Export Citation | BiBTeX EndNote RefMan |