Historical Experience and the Haitian Revolution in the History Classroom

Autor/in	Dozono, Tadashi
Titel	Historical Experience and the Haitian Revolution in the History Classroom
Quelle	In: Social Studies, 107 (2016) 1, S.38-46 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2015.1104285
Schlagwörter	Foreign Countries; History Instruction; Classroom Techniques; Social History; Conflict; Historical Interpretation; Class Activities; Cultural Education; Hermeneutics; Epistemology; Instructional Materials; Teaching Methods; Primary Sources; High School Students; Haiti + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Klassenführung; Sozialgeschichte; Konflikt; Historische Interpretation; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Hermeneutik; Erkenntnistheorie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Primärquelle; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The article examines a mainstream curricular unit on the Haitian Revolution, centered on a culminating role-play activity. Cultural studies, subaltern studies, and hermeneutics are applied as theoretical frameworks to read the curriculum unit and its activities. These theoretical lenses sharpen an understanding of what it means to experience history in the classroom. These lenses are used to consider the political relations of power within the historical moment being studied and the political notions of power within the production of historical knowledge itself. The author conducts an analysis of the epistemological and hermeneutic problem spaces within this curriculum, with particular attention to how this curriculum unit might be translated into an urban school setting that accounts for marginalized student positions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01