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 9
... important to him than the empowerment he found by disconnecting himself from a past he rejected . Our knowledge of the past is always incomplete and , more important , selective . Consciously or not , we choose which stories to tell ...
... important to him than the empowerment he found by disconnecting himself from a past he rejected . Our knowledge of the past is always incomplete and , more important , selective . Consciously or not , we choose which stories to tell ...
Page 18
... important is it to say , for example , that the modest Daniel Colclaser worked for the everlasting Thomas Jefferson ? Certainly we would know much less about him if not for Jeffer- son's correspondence . At the same time , Colclaser ...
... important is it to say , for example , that the modest Daniel Colclaser worked for the everlasting Thomas Jefferson ? Certainly we would know much less about him if not for Jeffer- son's correspondence . At the same time , Colclaser ...
Page 46
... important in the intellectual ways that mattered to me ; and that I was not simply too late or too lazy or too ... importance to the public school teacher , who remains the great generalist in education and hopes that lessons in making ...
... important in the intellectual ways that mattered to me ; and that I was not simply too late or too lazy or too ... importance to the public school teacher , who remains the great generalist in education and hopes that lessons in making ...
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 |