Spatializing Race, Understanding History: A Professional Development Experience Centered on African American History and Culture

Autor/inn/en	Sdunzik, Jennifer; Johnson, Chrystal S.; Kong, Ningning N.
Titel	Spatializing Race, Understanding History: A Professional Development Experience Centered on African American History and Culture
Quelle	In: History Teacher, 55 (2021) 1, S.11-33 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Faculty Development; History Instruction; Academic Achievement; African American History; African American Culture; United States History; Critical Thinking; Technological Literacy; Racism; Controversial Issues (Course Content); Teaching Methods; Skill Development; Culturally Relevant Education; Technology Integration; Kindergarten; Elementary Secondary Education; Teacher Education Programs; Curriculum Development; Summer Programs; Maps; Court Litigation; Desegregation Litigation; School Desegregation; Social Change; Teacher Workshops + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Schulleistung; Kritisches Denken; Technisches Wissen; Rassismus; Controversial issues; Kontroverse; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sommerkurs; Map; Karte; Rechtsstreit; Integrative Schule; Sozialer Wandel
Abstract	United States history classrooms have the potential to simultaneously foster an understanding of students' cultures and experiences today in relation to the nation's history and develop critical thinking and technology literacy. Yet classroom materials and instructors tend to avoid, ignore, or misrepresent controversial topics such as race and racism. Spatial technology information can offer an end to this dilemma by providing the opportunity to overcome hesitations of confronting race and racism in the classroom while honing students' technology and critical thinking skills. Spatial information literacy and technology, however, open a door into re-envisioning the phenomenon and reinterpreting history at large. Digital tools and maps can decenter dominant white Eurocentric interpretations and history curricula while featuring multiple perspectives to critically examine the role of race and racism over time. This article provides support for the value of culturally relevant, technology-advancing professional development experiences. They contribute to student learning and achievement by inviting and incorporating new technologies and perspectives into the classroom. They enhance educators' personal and professional growth significantly. Lastly, they provide evidence data to improve teacher education and professional development programs that can shape tomorrow's K-12 curricula and educational standards in a global society. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01