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 2
... expected to recognize that by failing to ask why schools are as they are , we may be pass- ing judgments on our students that we would deprecate if they were more forthrightly articulated . I have been a history teacher for long enough ...
... expected to recognize that by failing to ask why schools are as they are , we may be pass- ing judgments on our students that we would deprecate if they were more forthrightly articulated . I have been a history teacher for long enough ...
Page 31
... expected simultaneously to demonstrate scholarly competence to academia and educational relevance to public school administration . Involving students serves a purpose larger than illuminating a historian's work . Teachers neglect - at ...
... expected simultaneously to demonstrate scholarly competence to academia and educational relevance to public school administration . Involving students serves a purpose larger than illuminating a historian's work . Teachers neglect - at ...
Page 148
... expected individuals to fill the roles of husband , wife , parent , citizen , worker , young person , and old , rich , and poor . Two stories I have drawn from common school textbooks relate values both articulated and taken for granted ...
... expected individuals to fill the roles of husband , wife , parent , citizen , worker , young person , and old , rich , and poor . Two stories I have drawn from common school textbooks relate values both articulated and taken for granted ...
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 |