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New Curricular Approaches to Teaching About the Middle East and North Africa.

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Title: New Curricular Approaches to Teaching About the Middle East and North Africa.
Authors: Hantzopoulos, Maria1 mahantzopoulos@vassar.edu, Zakharia, Zeena2, Shirazi, Roozbeh3, Bajaj, Monisha4, Ghaffar-Kucher, Ameena5
Source: Social Studies Research & Practice (Board of Trustees of the University of Alabama). Spring2015, Vol. 10 Issue 1, p84-93. 10p. 2 Charts.
Subject Terms: *Social sciences education, *World history, *Education research, *High school teachers, *High school students, Historical literacy
Company/Entity: World Bank. Middle East & North Africa Region
Abstract: This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share analyses with researchers and experts in the fields of MENA studies, history, and religion; (3) synthesize and integrate innovative scholarship on the region for potential curricula; and (4) generate robust alternative curricula for Grades 9-12 teachers. The authors, consequently, consider how educational research spurs innovative and culturally relevant curricular interventions for high school teachers. We argue thorough analysis of existing textbooks, informed by deep understandings of contested versions of historical events, should undergird social studies curriculum development. We suggest multidisciplinary and transnational collaboration can inform curricula in order to respond critically to singular narrations of peoples, cultures, and histories of a region. [ABSTRACT FROM AUTHOR]
Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share analyses with researchers and experts in the fields of MENA studies, history, and religion; (3) synthesize and integrate innovative scholarship on the region for potential curricula; and (4) generate robust alternative curricula for Grades 9-12 teachers. The authors, consequently, consider how educational research spurs innovative and culturally relevant curricular interventions for high school teachers. We argue thorough analysis of existing textbooks, informed by deep understandings of contested versions of historical events, should undergird social studies curriculum development. We suggest multidisciplinary and transnational collaboration can inform curricula in order to respond critically to singular narrations of peoples, cultures, and histories of a region. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Studies Research & Practice (Board of Trustees of the University of Alabama) is the property of Board of Trustees of the University of Alabama and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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