scholarly journals The relationship between narrative construction and identity in History Education: implications for teaching and learning

2016 ◽  
pp. 161-170 ◽  
Author(s):  
Terrie Epstein
Keyword(s):  
Teaching And Learning ◽  
Religious Orientation ◽  
Sense Of Self ◽  
The United States ◽  
Historical Narratives ◽  
History Teaching ◽  
Racial Identities ◽  
Learning History ◽  
The Relationship ◽  
Racial Ethnic

Abstract The purpose of the research is less about producing little historians and more about taking into account students' cultures or identities in the teaching and learning of historical narratives. In my work, I have examined the national historical narratives that children and adolescents in the United States have constructed in order to assess the effects of young people's racial/ethnic identities on their understandings of the past. I have found that young people's racial identities had a significant impact on their interpretations of the U. S. history and that their teachers' instruction had some but not much impact on their views. Researchers within and beyond the U. S. have found similar results, attesting to the significance of "identity" (a person's sense of self and the communities s/he affiliates with, including nationality, gender, ethnicity, religious orientation, etc.) in the construction and/or critique of historical narratives. In the following pages, I review and synthesize the studies that I and others have conducted on the effects of identity on history teaching and learning, and conclude with a discussion of the implications for teaching and learning history in diverse democratic societies.

scholarly journals ENSINANDO E APRENDENDO HISTÓRIA: UMA EXPERIÊNCIA COM A HISTÓRIA PÚBLICA NO MUNICÍPIO DE SÃO GONÇALO. TEACHING AND LEARNING HISTORY: AN EXPERIENCE WITH THE PUBLIC HISTORY IN THE MUNICIPALITY OF SÃO GONÇALO.

RevistAleph ◽  
2018 ◽  
Author(s):  
Hosana Do Nascimento Ramôa
Keyword(s):  
Art History ◽  
Public History ◽  
Teaching And Learning ◽  
Theoretical Concept ◽  
History Teaching ◽  
The Public ◽  
Learning History ◽  
The Relationship ◽  
The City ◽  
The Town

O presente artigo pretende abordar a experiência em acompanhar um professor de história da cidade de São Gonçalo, idealizador de diversos cursos no campo da História da Arte no município, cujo projeto “Historiando as artes” será o foco de nossa investigação. Temos por objetivo, pois, analisar as práticas envolvidas no Ensino de História e na atuação docente que possibilitam a produção de presença, conceito teórico relacionado à materialidade dos corpos, dos objetos e do mundo. Mediante esse entendimento, traçaremos uma narrativa das aulas, que foram ministradas a uma turma bastante heterogênea, partindo do entrecruzamento entre História Pública e Ensino de História para pensar as possibilidades e potencialidades da relação entre essas duas áreas.The present article aims to approach the experience of accompanying a history teacher located in the city of São Gonçalo, idealizer of many courses in the area of Art History in the town, whose project “Historizing arts” will be the focus of our investigation. Our objective is, thus, to analyze the practices involved in the history teaching and in teacher performance, which allow the presence production, theoretical concept related to the materiality of bodies, objects and the world. Through this understanding, we will draw a narrative of the classes, taught to a very heterogeneous group, considering the intersection between Public History and History Teaching to think about the possibilities and potentialities of the relationship between these two fields.

Psyche and Soul in America

2020 ◽  
Author(s):  
Robert H. Abzug
Keyword(s):  
United States ◽  
Small Town ◽  
Sense Of Self ◽  
The United States ◽  
Inner Life ◽  
The 1950S ◽  
The Relationship

Rollo May (1909‒1994), internationally known psychologist and popular philosopher, came from modest roots in the small town Protestant Midwest intending to do “religious work” but eventually became a psychotherapist and in best-selling books like Love and Will and The Courage to Create he attracted an audience of millions of readers in the United States, Europe, and Asia. During the 1950s and 1960s, these books combined existentialism and other philosophical approaches, psychoanalysis, and a spiritually-philosophy to interpret the damage bureaucratic and technocratic aspects of modernity and their inability of individuals to understand their authentic selves. Psyche and Soul in America deals not only with May’s public contributions but also to his turbulent inner life as revealed in unprecedentedly intimate sources in order to demonstrate the relationship between the personal and public in a figure who wrote about intimacy, its loss, and ways to regain an authentic sense of self and others.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

Spatializing Differences

Nuncius ◽  
2021 ◽  
Vol 36 (3) ◽  
pp. 754-778
Author(s):  
Dayana Ariffin
Keyword(s):  
United States ◽  
The United States ◽  
The Philippines ◽  
Historical Narratives ◽  
Racial Groups ◽  
Colonial Rule ◽  
The Relationship

Abstract Mapping of “ethnic” or “racial” groups in the Philippines was an enterprise that was taken up through the direct interventions of the two colonial polities in Filipino history—Spain and the United States. The objective of mapping race or ethnicity in the Philippines was to identify the location of native racial groups for ethnological and administrative purposes. This article intends to explore the relationship between mapping and the scientific conceptualization of race during the changeover in colonial rule by examining two ethnographic maps, specifically the “Blumentritt Map” (1890) and the Atlas de Filipinas (1899). Maps are complex artefacts that can be read on various levels. Thus, the spatializing effects of mapping can extend well beyond the documentation of a geographic reality and capable of altering historical narratives and sociopolitical experiences.

“I’m Not Really 100% a Woman If I Can’t Have a Kid”: Infertility and the Intersection of Gender, Identity, and the Body

2019 ◽  
Vol 33 (4) ◽  
pp. 629-651 ◽  
Author(s):  
Ann V. Bell
Keyword(s):  
United States ◽  
Gender Identity ◽  
Sense Of Self ◽  
The United States ◽  
The Body ◽  
Social Constraints ◽  
The Subject ◽  
The Relationship ◽  
Do So

Despite establishing the gendered construction of infertility, most research on the subject has not examined how individuals with such reproductive difficulty negotiate their own sense of gender. I explore this gap through 58 interviews with women who are medically infertile and involuntarily childless. In studying how women achieve their gender, I reveal the importance of the body to such construction. For the participants, there is not just a motherhood mandate in the United States, but a fertility mandate—women are not just supposed to mother, they are supposed to procreate. Given this understanding, participants maintain their gender by denying their infertile status. They do so through reliance on essentialist notions, using their bodies as a means of constructing a gendered sense of self. Using the tenets of transgender theory, this study not only informs our understanding of infertility, but also our broader understanding of the relationship between gender, identity, and the body, exposing how individuals negotiate their gender through physical as well as institutional and social constraints.

scholarly journals Diversity without Race

2021 ◽  
Vol 11 (S1) ◽  
pp. 32-49
Author(s):  
Elizabeth Buckner ◽  
Punita Lumb ◽  
Zahra Jafarova ◽  
Phoebe Kang ◽  
Adriana Marroquin ◽  
...  
Keyword(s):  
International Students ◽  
Racial Diversity ◽  
The United States ◽  
Racial Identities ◽  
The United Kingdom ◽  
Global Issue ◽  
Institutional Strategies ◽  
Abstract Notion ◽  
Institutional Reputation ◽  
Racial Ethnic

This article examines how a sample of 62 higher education institutions in Canada, the United States and the United Kingdom discuss international students in their official institutionalization strategies, focusing on how ideas of race and diversity are addressed. We find that institutional strategies connect international students to an abstract notion of diversity, using visual images to portray campus environments as inclusive of racial, ethnic and religious diversity. Yet, strategy documents rarely discuss race, racialization, or racism explicitly, despite the fact that most international students in all three countries are non-white. Moreover, racial injustice is externalized as a global issue and racial diversity is instrumentalized as a source of improving institutional reputation or diversity metrics. We argue that a first step to creating more inclusive and anti-racist campuses is to acknowledge international students’ racial identities and experiences with racism in official discourses and strategies.

The “Black Buddhism Plan”: Buddhism, Race, and Empire in the Early Twentieth Century

2021 ◽  
pp. 1-47
Author(s):  
Adeana McNicholl
Keyword(s):  
United States ◽  
Twentieth Century ◽  
The United States ◽  
Racial Identities ◽  
Early Twentieth Century ◽  
History Of ◽  
Black Pacific ◽  
The One ◽  
Single Figure ◽  
The Relationship

ABSTRACT This article traces the life of a single figure, Sufi Abdul Hamid, to bring into conversation the history of the transmission of Buddhism to the United States with the emergence of new Black religio-racial movements in the early twentieth century. It follows Hamid's activities in the 1930s to ask what Hamid's life reveals about the relationship between Buddhism and race in the United States. On the one hand, Hamid's own negotiation of his identity as a Black Orientalist illustrates the contentious process through which individuals negotiate their religio-racial identities in tension with hegemonic religio-racial frameworks. Hamid constructed a Black Orientalist identity that resignified Blackness while criticizing the racial injustice foundational to the American nation-state. His Black Orientalist identity at times resonated with global Orientalist discourses, even while being recalcitrant to the hegemonic religio-racial frameworks of white Orientalism. The subversive positioning of Hamid's Black Orientalist identity simultaneously lent itself to his racialization by others. This is illustrated through Hamid's posthumous implication in a conspiracy theory known as the “Black Buddhism Plan.” This theory drew on imaginations of a Black Pacific community formulated by both Black Americans and by government authorities who created Japanese Buddhists and new Black religio-racial movements as subjects of surveillance. The capacious nature of Hamid's religio-racial identity, on the one hand constructed and performed by Hamid himself, and on the other created in the shadow of the dominant discourses of a white racial state, demonstrates that Buddhism in the United States is always constituted by race.

Teaching Teachers and Learning from Young Learners

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Milton Reynolds
Keyword(s):  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Power Relationships ◽  
Narrative Construction ◽  
History Teaching ◽  
Us History ◽  
Young Learners ◽  
The Past ◽  
Current Student

At its best, education is an important training for citizenship, and the content we teach plays an important role in this process. One’s ability to ask questions is often a function of what one knows, but may also be a function of what one does not know. History is an argument about the past. Power relationships—who has the ability to legitimize their own stories, whose stories matter, whose stories are in the spotlight and which ones remain in the shadows—are part of the mix. A major challenge of US history teaching and learning is that our narrative is primarily a celebratory one. While not unique to the United States, efforts to avoid the more troubling aspects of our past too often obscure the contributions of an increasingly large segment of our current student population, our future leaders. All nations have a compelling interest in presenting a narrative that is engaging, that is inspiring. However, one casualty of the process of narrative construction is that troubling or controversial aspects of a nation’s history are often relegated to the dustbin. This can leave many wanting, or lead them to become cynical. We need to engage with our past if we are to meet the challenges of our present. Many of today’s most pressing challenges are directly connected to the past.

scholarly journals Wicked Overseers

2016 ◽  
Vol 3 (1) ◽  
pp. 68-81 ◽  
Author(s):  
Kevin F. Steinmetz ◽  
Brian P. Schaefer ◽  
Howard Henderson
Keyword(s):  
Social Order ◽  
Racial Inequality ◽  
War On Drugs ◽  
The United States ◽  
Historical Narrative ◽  
Front Line ◽  
Race And Class ◽  
Urban Ghetto ◽  
The Relationship ◽  
Racial Ethnic

In recent times, several tragic events have brought attention to the relationship between policing and racial/ethnic minorities in the United States. Scholars, activists, and pundits have clamored to explain tensions that have arisen from these police-related deaths. The authors contribute to the discussion by asserting that contemporary policing in America, and its relationship to racial inequality, is only the latest chapter in a broader historical narrative in which the police constitute the front line of a race- and class-stratified social order. In other words, contemporary criminal justice and race struggles are a legacy of colonialism. This essay begins with a brief overview of colonialism before turning toward dissecting the contemporary colonial character of policing African American urban ghetto communities in four parts. First, the emergence of ghettos as internal colonies is described. Second, mechanisms are given that propelled the mass entry of police into ghetto spaces, with particular attention given to the war on drugs, broken-windows and order-maintenance policing, and police militarization. Third, the authors explore how contemporary policing acts to manage the colonized through police stops, searches, and other practices. Finally, the relationship between American policing practices and cultural denigration of African Americans is described.

scholarly journals Differences in Obesity Among Men of Diverse Racial and Ethnic Background

2015 ◽  
Vol 11 (4) ◽  
pp. 984-989 ◽  
Author(s):  
Sarah E. Hill ◽  
Caryn Bell ◽  
Janice V. Bowie ◽  
Elizabeth Kelley ◽  
Debra Furr-Holden ◽  
...  
Keyword(s):  
United States ◽  
Mexican American ◽  
Ethnic Disparities ◽  
Risk Groups ◽  
The United States ◽  
Obesity Prevalence ◽  
Hispanic Men ◽  
Interview Survey ◽  
The Relationship ◽  
Racial Ethnic

Racial/ethnic disparities exist in obesity prevalence among men, with Hispanic men exhibiting the highest prevalence compared with non-Hispanic White and non-Hispanic Black men. Most studies do not parse out Hispanic groups; therefore, it is unclear whether the increases in obesity rates among Hispanic men applies to all groups or if there are particular groups of Hispanic men that are driving the increase. The goal of this study is to examine the variations in obesity among men of diverse racial/ethnic backgrounds and determine if obesity is affected by nativity. The data used in this study were from 11 years (2002-2012) of the National Health Interview Survey. Logistic regression was used to examine the relationship between race/ethnicity, obesity, and nativity. After adjusting for covariates, there are differences in obesity prevalence, with the largest prevalence among Puerto Rican men and Mexican American men. Consistent with previous literature, it has been suggested that men born in the United States are more likely to be obese than men born outside the United States. This study underscores the importance of distinguishing Hispanic groups when examining obesity, and provides information for future, targeted intervention strategies related to obesity among high-risk groups.

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