Holding Up the Mirror: The Complexity of Seeing Your Ethnic Self in History

Autor/in	Halagao, Patricia Espiritu
Titel	Holding Up the Mirror: The Complexity of Seeing Your Ethnic Self in History
Quelle	In: Theory and Research in Social Education, 32 (2004) 4, S.459-483 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
Schlagwörter	Prior Learning; United States History; Social Action; Social Studies; Ethnicity; Filipino Americans; Multicultural Education; Minority Groups; College Students; Phenomenology; Interviews; Student Attitudes; Curriculum; Foreign Policy; Teaching Methods + Suchen Sie Ihr Suchwort? Vorkenntnisse; Soziales Handeln; Gemeinschaftskunde; Ethnizität; Philippines; Filipino; United States; Inhabitant; People; Philippinen; Philippiner; USA; Einwohner; Bewohner; Multikulturelle Erziehung; Ethnische Minderheit; Collegestudent; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Schülerverhalten; Curricula; Lehrplan; Rahmenplan; Außenpolitik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	With the growing inclusion of multicultural curriculum in social studies, educators must understand the issues students of color face when learning about their ethnic history and culture. Using personal document analysis and phenomenological interviewing, this study explored six Filipino American college students' experiences with Pinoy Teach, a transformative multicultural curriculum focused on Philippine and Filipino American history and culture. Six themes emerged revealing the complex interplay among prior knowledge, ethnic identity, and a curriculum about one's self. Students experienced connections, collisions, decolonization, and empowerment from Pinoy Teach. Connections resulted when Pinoy Teach filled gaps in participants' prior knowledge; however, collisions occurred when their prior knowledge of a colonized history clashed with Pinoy Teach's transformative narrative. Pinoy Teach also problematized students' conceptions of ethnic identity and relationships with other Filipinos. Finally, participants were empowered from teaching their history, which showed the power of linking learning to social action. The author shares several lessons for educators when implementing multicultural curriculum in social studies. (Contains 6 notes.) (Author).
Anmerkungen	College and University Faculty Assembly of the NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10