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. |
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Page 42
... roles might be combined . 1131 What seemed important for me at first was to capitalize on a historical find by publishing a ... role in deciding what I did in my classroom was becoming apparent . Teachers rarely are expected to address ...
... roles might be combined . 1131 What seemed important for me at first was to capitalize on a historical find by publishing a ... role in deciding what I did in my classroom was becoming apparent . Teachers rarely are expected to address ...
Page 60
... role.16 The richness of the past becomes a source of liberation from the impe- cuniousness of the proper roles and statuses that histories have allotted us . 15 The new history , therefore , serves the radical function of chal- lenging ...
... role.16 The richness of the past becomes a source of liberation from the impe- cuniousness of the proper roles and statuses that histories have allotted us . 15 The new history , therefore , serves the radical function of chal- lenging ...
Page 76
... role in extending it , and our ability to challenge it , we cast our wizened souls into the dark- ness , confessing that the only purpose of knowledge is to perpetu- ate our own power . We ignore the knowledge of others , which means ...
... role in extending it , and our ability to challenge it , we cast our wizened souls into the dark- ness , confessing that the only purpose of knowledge is to perpetu- ate our own power . We ignore the knowledge of others , which means ...
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 |