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Author: Arthur Chapman Publisher: UCL Press ISBN: 1787357309 Category : Education Languages : en Pages : 284
Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Author: Arthur Chapman Publisher: UCL Press ISBN: 1787357309 Category : Education Languages : en Pages : 284
Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Author: Susan L. Mizruchi Publisher: Princeton University Press ISBN: 1400859190 Category : Literary Criticism Languages : en Pages : 335
Book Description
In this provocative study, Susan Mizruchi argues that the act of writing history is the key to the political concerns of American novelists. Using nineteenth-century theories of history as well as recent narratological models, she examines reconstructions of the past in The House of the Seven Gables (1851), The Bostonians (1886), The Wings of the Dove (1902), and An American Tragedy (1925). Her special focus allows us to see that the efforts (on the part of characters and narrators alike) to reshape the past reveal both anxieties about the self and larger struggles for political power. Professor Mizruchi demonstrates the deepening connections between narrative and political coercion from Hawthorne to Dreiser, whose novels (as she further shows) both incorporate, and portray their characters incorporating, the conditions of their contemporary worlds. Her argument addresses a major contemporary dialogue on the subversive qualities of American texts and the place of history in literary interpretation. Originally published in 1988. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Author: Susanna Fellman Publisher: Cambridge Scholars Publishing ISBN: 144383484X Category : History Languages : en Pages : 210
Book Description
Historical Knowledge approaches the topic of historical knowledge in depth and from various angles. It seeks to offer theoretical and methodological building blocks for the use of anyone pursuing historical research. This book brings novel insights into classic and topical issues currently under debate: the importance of theory in historical thinking, the dialectic of “text” and “annotation”, the actor and observer levels, the relationship between the general and the individual, the issue of comparison, and the problem of sporadic sources and of understanding the singularity of each one. The overall theme of the book, the possibility of historical knowledge, reflects the very issue that makes historical research distinctive: the challenges of evidence and the problems, both concrete and conceptual, with deciphering and interpreting remnants of the past. This book refreshes the discussion about sources and proper evidence, two issues that the linguistic turn and the postmodern challenge pushed into the background. The book addresses these issues in an easily accessible way and serves as an introduction and guide to the role of theory, method and evidence in historical research not only for students and scholars of history, but also for anyone outside the field with an interest in the topic. Historical Knowledge is the first book to include texts by the three eminent historians, Professors Natalie Zemon Davis, Carlo Ginzburg and Giovanni Levi. The other contributors, Professors Risto Alapuro, Janken Myrdal and Matti Peltonen, are active debaters in current theoretical and methodo-logical discussion.
Author: Peter N. Stearns Publisher: London School of Economics and Political Science ISBN: 9781913019044 Category : History Languages : en Pages :
Book Description
Considering studying history at university? Wondering whether a history degree will get you a good job, and what you might earn? Want to know what it's actually like to study history at degree level? This book tells you what you need to know.
Author: Jeremy Black Publisher: Yale University Press ISBN: 0300167954 Category : History Languages : en Pages : 505
Book Description
A thought-provoking analysis of how the acquisition and utilization of information has determined the course of history over the past five centuries and shaped the world as we know it todaydiv /DIV
Author: Hal Brands Publisher: Brookings Institution Press ISBN: 0815727135 Category : Political Science Languages : en Pages : 335
Book Description
Leading scholars and policymakers explore how history influences foreign policy and offer insights on how the study of the past can more usefully serve the present. History, with its insights, analogies, and narratives, is central to the ways that the United States interacts with the world. Historians and policymakers, however, rarely engage one another as effectively or fruitfully as they might. This book bridges that divide, bringing together leading scholars and policymakers to address the essential questions surrounding the history-policy relationship including Mark Lawrence on the numerous, and often contradictory, historical lessons that American observers have drawn from the Vietnam War; H. W. Brands on the role of analogies in U.S. policy during the Persian Gulf crisis and war of 1990–91; and Jeremi Suri on Henry Kissinger's powerful use of history.
Author: Howard Zinn Publisher: The New Press ISBN: 1620975181 Category : Political Science Languages : en Pages : 241
Book Description
American history told from the bottom up by Howard Zinn himself—and the perfect all-ages introduction to his eye-opening viewpoint, published on Zinn’s hundredth birthday Truth Has a Power of Its Own is an engrossing collection of conversations with the late Howard Zinn and “an eloquently hopeful introduction for those who haven’t yet encountered Zinn’s work” (Booklist). Here is an unvarnished, yet ultimately optimistic, tour of American history—told by someone who was often an active participant in it. Viewed through the lens of Zinn’s own life as a soldier, historian, and activist and using his paradigm-shifting A People’s History of the United States as a point of departure, these conversations explore the American Revolution, the Civil War, the labor battles of the nineteenth and twentieth centuries, U.S. imperialism from the Indian Wars to the War on Terrorism, World Wars I and II, the Cold War, and the fight for equality and immigrant rights—all from an unapologetically radical standpoint. Longtime admirers and a new generation of readers alike will be fascinated to learn about Zinn’s thought processes, rationale, motivations, and approach to his now-iconic historical work. Zinn’s humane (and often humorous) voice—along with his keen moral vision—shine through every one of these lively and thought-provoking conversations. Battles over the telling of our history still rage across the country, and there’s no better person to tell it than Howard Zinn.
Author: William Burns Publisher: Routledge ISBN: 1351787586 Category : History Languages : en Pages : 249
Book Description
Knowledge and Power presents and explores science not as something specifically for scientists, but as an integral part of human civilization, and traces the development of science through different historical settings from the Middle Ages through to the Cold War. Five case studies are examined within this book: the creation of modern science by Muslims, Christians and Jews in the medieval Mediterranean; the global science of the Jesuit order in the early modern world; the relationship between "modernization" and "westernization" in Russia and Japan from the late seventeenth to the mid-nineteenth century; the role of science in the European colonization of Africa; and the rivalry in "big science" between the United States and the Soviet Union during the Cold War. Each chapter includes original documents to further the reader’s understanding, and this second edition has been enhanced with a selection of new images and a new chapter on Big Science and the Superpowers during the Cold War. Since the Middle Ages, people have been working in many civilizations and cultures to advance knowledge of, and power over, the natural world. Through a combination of narrative and primary sources, Knowledge and Power provides students with an understanding of how different cultures throughout time and across the globe approached science. It is ideal for students of world history and the history of science.
Author: Sam Wineburg Publisher: University of Chicago Press ISBN: 022635735X Category : History Languages : en Pages : 250
Book Description
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
Author: Arthur Chapman 
Author: Arthur Chapman 
Author: Susan L. Mizruchi
Author: Susanna Fellman
Author: Peter N. Stearns
Author: Susan Laura Mizruchi
Author: Jeremy Black
Author: Hal Brands
Author: Howard Zinn
Author: William Burns
Author: Sam Wineburg