| Description |
1 online resource |
| Contents |
Cover -- Contents -- Preface -- History in Education -- History in Education -- Making Sense of the World -- Theoretical Framework -- Organisation of the Book -- Chapter One: 'Why Are They Laughing?' Learning History May Hurt -- Peering into a Bowl of Goldfish -- Britain Post-Second World War -- Assimilation -- Integration -- Reforming Education -- Government Reports: Rampton and Swann -- The Swann Report (1985) -- Chapter Two: Social Stalemate and Views on History's Role and Purpose in the Curriculum since the 1970s -- Political and Social Standstill in the United Kingdom |
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Racial Prejudice in the United Kingdom -- History Education -- New History and the Schools Council History 13-16 Project -- School History and Evidence Evaluation -- Content in History -- Family or Teacher -- Black Studies -- Structural Understanding and Second-Order Organizing -- Why Teach History -- The Project Chata -- The Popular Press in the United Kingdom -- 'What Shall We Celebrate?' -- Chapter Three: The History National Curriculum and Government Reports -- The History National Curriculum -- Ofsted and QCA Reports -- Understanding Students' Thinking about History |
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Chapter Four: Students and Teachers Talking about School History -- Themes Emerging -- Word Cloud 1: The Aims and Purpose of the History National Curriculum -- Theme Understand and Knowing History -- Purpose of Study -- Word Cloud 2: Black Teachers Interviews -- Theme: Giving History -- Teacher 'B': -- Word Cloud 3: White Teachers Interviews -- Theme: Think History -- Word Cloud 4. Black Students' Interviews -- Theme: People, History, Know, Feel -- Word Cloud 5: Black Students' Survey Responses -- Theme: Black History -- Word Cloud 6: White Students' Survey Responses |
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Theme: Interesting History, Teacher -- Word Cloud 7: Asian Students' Survey Responses -- Theme: Interesting History, People, Felt -- Discussion -- Being Silent and Silenced -- Meanings Matter -- Trauma and History Classroom -- Critical Race Theory -- Chapter Five: Students and Mothers Talking about Navigational and Ownership Ideas in History -- Rationale for Interviews -- A Brief Overview of the Methodology Used to Decode the Interviews -- An Explanation of the Categories That Were Established from the Interviews |
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An Outline of Navigational Issues in Surveys and Navigational Points of Reference in the Interviews -- Understanding Roots -- Learning Lessons -- Cultural Understanding/Respect of Others -- Evidence of Continuity -- Direction of Change as Progress or Deterioration -- Exploring Ownership Issues in the Surveys and Interviews -- A Brief Discussion of Ownership Issues -- Review of Ownership Issues in the Surveys -- 'Belonging' in the Surveys -- 'Belonging with Reservations' -- 'Identity' Issues in the Surveys -- 'Imposed Identity' Issues in the Surveys -- Review of Ownership Issues in the Interviews |
| Summary |
"At a time when populist movements have gained ground across the globe and migrants have taken center stage as unwanted pariahs in the eyes of many this book dares to tackle a culturally relevant threat, much talked about but seldom systematically uncovered or analyzed. That of the socio-cultural domination that permeates the minds of many black students in the United Kingdom as they negotiate between what they learn as history at school and their lived experiences and expectations. I shed light on this visible invisible specter and uncover the rich tapestry of forgotten ordinary histories that should make societies richer and better. Using the words of students, teachers, government reports and fictional narratives this book challenges the audience to place themselves into this historical stream of culture to better understand and teach black students. Through the means of critical race theory, social constructivism and aspects of social constructionism, a narrative approach and personal experiences the author excavates points of personal connection through the gateway of stories to enter worlds and make meaning. I point out the study of history is socially constructed and not impartial academic information and most history teachers in the United Kingdom are white, female and middle class and increasingly the students they teach are not, undoubtedly making for cultural dissonance between students and teachers. Furthermore, students and teachers knowing and unwittingly grapple with silent vivid racist experiences in and outside of the classroom that bleed into history lessons. The way students are socialized and taught may impact on their ability to function with alternative narratives or participate as active and engaged contributors to democratic life. This book invites the audience to uncover and acknowledge cultural biases, oppressive power relationships and dominating epistemologies to emerge better equipped to plan for and teach these students, allowing them to know they are valued and an integral part of British society"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record and CIP data provided by publisher; resource not viewed |
| Subject |
History -- Study and teaching -- Social aspects -- Great Britain
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Students, Black -- Great Britain -- Psychology
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Black people -- Education -- Great Britain -- History
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Education -- Aims and objectives -- Great Britain
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Educational sociology -- Great Britain
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Multicultural education -- Great Britain -- History
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Black people -- Race identity -- Great Britain
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Black people -- Education.
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Black people -- Race identity.
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Education -- Aims and objectives.
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Educational sociology.
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Multicultural education.
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Students, Black -- Psychology.
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Great Britain.
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| Genre/Form |
History.
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| Form |
Electronic book
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| LC no. |
2020008993 |
| ISBN |
9781433172816 |
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143317281X |
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9781433172793 |
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1433172798 |
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9781433172809 |
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1433172801 |
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