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Interpreting National History
How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring with them to the classroom with those they leave with after a year of teacher's instruction. Firmly grounded in history and social studies education theory and practice, this powerful Illuminates how textbooks, pedagogies, and contemporary learning standards are often disconnected from students’ cultural identities Explores how students and parents interpret history and society in home and community settings Successfully analyzes examples of the challenges and possibilities facing teachers of history and social studies Provides alternative approaches for those who want to examine their own views toward teaching national history and aspire to engage in more culturally responsive pedagogy.
- GenresHistory
192 pages, Paperback
First published January 1, 2008
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Displaying 1 - 2 of 2 reviews
August 9, 2018
Yesterday, I engaged with a co-worker who decided it was a great idea to give literacy exams to her group of Black students in her U.S. History course. The idea or learning objective here was for them to reflect on how such exams made them feel and then engage in a reflective exercise afterwards regarding whether or not they believe they would have been able to pass the exams at the time and therefore been able to vote.
The unit continued with an in-depth analysis of Black Like Me, a book recounting the details of a white man who journeys south with his skin now intentionally darkened and chronicles his life as Southerners mistake him for an African-American.
I could easily go into a recount of the book itself; however, it is easier to understand how this book helped me frame the interaction I had the colleague above. The power we as educators exert in our classrooms in making relatively small decisions with ultimately large consequences for our students.
Back to the example above: the idea that a group of Black students, even those who have no first-hand knowledge of the prevalent mindsets of the South, would best learn from a white author who chronicles his fear, shame, humiliation in being able to choose to be Black for a few months is the equivalent to white people hosting a Black Face party. The idea being that such temporary darkening of skin tones come with the knowledge that it will eventually be shed and those who don it will resume their place among the privileged.
Epstein articulates, with a foundation in American history, the normalizing of what America considers beautiful, smart and acceptable is rooted in our curricula. It brings to mind Tatum's escalator example in Why are all the Black Kids..., in how if we are not actively working to dismantle a culture of oppression in our pedagogy then we are ultimately choosing to reinforce it. More importantly, Epstein challenges teachers (or so I think) to not think of our classrooms as spaces where we refuse to teach Black students how to navigate within society/the very world they will encounter outside of the safety of our rooms. We become just a problematic when our plan/response to said injustices and oppression to swing the pendulum too far back the other way. Students, even those not in the dominant culture, must be aware of cultural capital they possess and be able to wield that in a way that is both impactful and meaningful to their identity (dare I add the word, safely, also). This is the challenge--to be both cognizant of and know the limitations of how our pedagogical practices enables us to affect any [meaningful] change.
The unit continued with an in-depth analysis of Black Like Me, a book recounting the details of a white man who journeys south with his skin now intentionally darkened and chronicles his life as Southerners mistake him for an African-American.
I could easily go into a recount of the book itself; however, it is easier to understand how this book helped me frame the interaction I had the colleague above. The power we as educators exert in our classrooms in making relatively small decisions with ultimately large consequences for our students.
Back to the example above: the idea that a group of Black students, even those who have no first-hand knowledge of the prevalent mindsets of the South, would best learn from a white author who chronicles his fear, shame, humiliation in being able to choose to be Black for a few months is the equivalent to white people hosting a Black Face party. The idea being that such temporary darkening of skin tones come with the knowledge that it will eventually be shed and those who don it will resume their place among the privileged.
Epstein articulates, with a foundation in American history, the normalizing of what America considers beautiful, smart and acceptable is rooted in our curricula. It brings to mind Tatum's escalator example in Why are all the Black Kids..., in how if we are not actively working to dismantle a culture of oppression in our pedagogy then we are ultimately choosing to reinforce it. More importantly, Epstein challenges teachers (or so I think) to not think of our classrooms as spaces where we refuse to teach Black students how to navigate within society/the very world they will encounter outside of the safety of our rooms. We become just a problematic when our plan/response to said injustices and oppression to swing the pendulum too far back the other way. Students, even those not in the dominant culture, must be aware of cultural capital they possess and be able to wield that in a way that is both impactful and meaningful to their identity (dare I add the word, safely, also). This is the challenge--to be both cognizant of and know the limitations of how our pedagogical practices enables us to affect any [meaningful] change.
October 21, 2010
This is a great read for anyone interested in how historical perspective is heavily influenced by our lived experience, cultural background and socioeconomic position in society. Epstein's data showed a significant gulf in how teachers, and most white students, viewed history in relation to how African Americans, Latinos and Native Americans perceived the same historical events. Given the power dynamics inherent in these relationships, this divergent view of history has serious implications for the educational experience of members of traditionally marginalized groups.I would recommend this book for educators of all disciplines interested in exploring multiple perspectives in the classroom.
Displaying 1 - 2 of 2 reviews