Teaching History for the Common Good

In this book Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on student

Preface

ix

1 A Sociocultural Perspective on History Education

1

(24)

Using Theory and Research to Make Sense of History Education

3

(4)

The Four Stances: Purpose and Practice in Learning History

7

(3)

Tools for Making Sense of the Past

10

(2)

Children and Adults as Active Agents of Historical Learning

12

(5)

Contexts of Historical Learning

17

(2)

Conclusions

19

(6)

2 Participatory Democracy and Democratic Humanism

25

(20)

The Need for a Rationale for History Education

26

(2)

Public Education and Democratic Citizenship

28

(7)

Education for Democratic Participation

35

(5)

Conclusions

40

(5)

3 The Identification Stance

45

(24)

Identification With Personal and Family History

46

(2)

National Identification

48

(6)

Identification of the Present With the National Past

54

(3)

Identification, Participation, and Pluralism

57

(7)

Conclusions

64

(5)

4 The Analytic Stance

69

(22)

The History of the Present

70

(5)

Learning Lessons From the Past

75

(7)

Learning How Historical Accounts Are Created

82

(3)

Conclusions

85

(6)

5 The Moral Response Stance

91

(19)

Remembrance and Forgetting

92

(5)

Fairness and Justice

97

(5)

Heroes and Heroism

102

(4)

Conclusions

106

(4)

6 The Exhibition Stance

110

(19)

Exhibition as Personal Fulfillment

111

(2)

Exhibition as Accountability

113

(5)

Exhibition as Service to Others

118

(6)

Conclusions

124

(5)

7 Narrative Structure and History Education

129

(21)

The Meaning of Narrative

129

(3)

Students and Historical Narratives

132

(4)

Affordances and Constraints of Narrative

136

(3)

Narrative Structure as a Cultural Tool

139

(7)

Conclusions

146

(4)

8 Narratives of Individual Achievement and Motivation

150

(16)

The Role of Individual Narratives in History Education

151

(3)

The Appeal and Limitations of Individual Narratives

154

(5)

Individual Narratives as a Cultural Tool

159

(3)

Conclusions

162

(4)

9 The Story of National Freedom and Progress

166

(19)

Appropriation of the U.S. National Narrative

167

(4)

Diversity in Use of the National Narrative

171

(6)

Affordances and Constraints of the Narrative of Freedom and Progress

177

(5)

Conclusions

182

(3)

10 Inquiry

185

(21)

Inquiry as Reflective Thought

186

(2)

Affordances of Inquiry as a Tool

188

(3)

Students Engaging in Inquiry: Problems and Possibilities

191

(6)

The Tool of Inquiry and Its Component Parts

197

(4)

Conclusions

201

(5)

11 Historical Empathy as Perspective Recognition

206

(22)

The Components of Historical Empathy

208

(2)

A Sense of "Otherness"

210

(1)

Shared Normalcy

211

(2)

Historical Contextualization

213

(2)

Multiplicity of Historical Perspectives

215

(3)

Contextualization of the Present

218

(3)

The Constraint of Empathy as Perspective

Recognition

221

(2)

Conclusions

223

(5)

12 Empathy as Caring

228

(16)

Varieties of Care in History Education

229

(1)

Caring About

229

(3)

Caring That

232

(2)

Caring For

234

(3)

Caring To

237

(3)

The Place of Care in the Tool Kit of History Education

240

(1)

Conclusions

241

(3)

13 Teacher Education and the Purposes of History

244

(23)

Teacher Knowledge and Education Reform

245

(1)

The Pedagogical Content Knowledge of History Teachers

246

(2)

Pedagogical Content Knowledge and Classroom Practice

248

(4)

The Practice of History Teaching

252

(2)

The Role of Purpose in History Teaching

254

(4)

Changing the Practice of History Teaching

258

(9)

Author Index

267

(8)

Subject Index

275

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Teaching History for the Common Good

Summary

Table of Contents

Supplemental Materials