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" Interpreting national history : "


Document Type : BL
Record Number : 653800
Doc. No : dltt
Main Entry : Epstein, Terrie
Title & Author : Interpreting national history : : race, identity, and pedagogy in classrooms and communities /\ Terrie Epstein
Publication Statement : New York :: Routledge,, 2009
Series Statement : Teaching/learning social justice
Page. NO : xxiii, 164 p. ;; 24 cm
ISBN : 9780415960830 (hb : alk. paper)
: : 0415960835 (hb : alk. paper)
: : 9780415960847 (pb : alk. paper)
: : 0415960843 (pb : alk. paper)
: : 9780203890967 (ebook)
: : 0203890965 (ebook)
Bibliographies/Indexes : Includes bibliographical references (p. 147-155) and index
Contents : Whose history? the role of identity, pedagogy, and power in teaching and learning U.S. history -- Mixed messages and missed opportunities : teachers' perspectives and pedagogies on race and rights in U.S. history -- The racial divide : differences in white and black students' interpretations of U.S. history -- Beyond the classroom door : differences in adolescents' and adults' interpretations of history and society in home and community settings -- Re-envisioning the racial divide : teaching and learning history across differences
Subject : Education-- Social aspects-- United States
Subject : Race awareness-- United States
Subject : Group identity-- United States
Subject : Multicultural education-- United States
Subject : High school students-- United States-- Attitudes
Subject : High school students-- Social networks-- United States
Subject : United States, History, Study and teaching
Dewey Classification : ‭973.007‬
LC Classification : ‭E175.8‬‭.E58 2009‬
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