Critical Historical Thinking: When Official Narratives Collide with "Other" Narratives

Autor/inn/en	Salinas, Cinthia; Blevins, Brooke; Sullivan, Caroline C.
Titel	Critical Historical Thinking: When Official Narratives Collide with "Other" Narratives
Quelle	In: Multicultural Perspectives, 14 (2012) 1, S.18-27 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2012.646640
Schlagwörter	Stellungnahme; Democracy; Ideology; History Instruction; Critical Thinking; Teacher Education; Secondary School Teachers; Social Studies; Civil Rights; Activism; Genetics; Racial Bias; Teaching Methods; Pedagogical Content Knowledge; Primary Sources; Minority Groups + Suchen Sie Ihr Suchwort? Demokratie; Ideologie; History lessons; Geschichtsunterricht; Kritisches Denken; Lehrerausbildung; Lehrerbildung; Gemeinschaftskunde; Bürgerrechte; Grundrechte; Zivilrecht; Aktivismus; Politischer Protest; Humangenetik; Racial discrimination; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Primärquelle; Ethnische Minderheit
Abstract	In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers' understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality. (Contains 3 figures and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10