Using Primary Sources to Foster Difficult Dialogues
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| Title: | Using Primary Sources to Foster Difficult Dialogues |
|---|---|
| Language: | English |
| Authors: | Shanedra D. Nowell, Robin R. Fisher |
| Source: | Journal of Folklore and Education. 2023 10(2):265-271. |
| Availability: | Local Learning: The National Network for Folk Arts in Education. 56 East First Street. New York, NY 10003. e-mail: info@JFEpublications.org; Web site: https://JFEpublications.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Primary Sources, Oral History, Victims of Crime, Homicide, Violence, Experience, Dialogs (Language), Interpersonal Communication, Social Studies, Discussion (Teaching Technique), Elementary Secondary Education, Civics, Discourse Modes, Controversial Issues (Course Content), Social Problems, Racial Relations, Racism, Teacher Educators, Teachers, African American History |
| ISSN: | 2573-2072 |
| Abstract: | As Social Studies teachers with decades of combined experience and as teacher educators at a predominantly white midwestern university, the authors center their curriculum around teaching challenging and whole histories, analyzing primary sources, and creating classroom community spaces where difficult dialogues can safely happen. While the authors primarily work with preservice and early career teachers in their 16-week Social Studies in the Elementary Curriculum and Teaching and Learning Social Studies in the Secondary School Methods courses, the authors feel all Social Studies educators should use strategies that get students to think deeply about historical events and their effect on present-day social issues. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1437123 |
| Database: | ERIC |
| Abstract: | As Social Studies teachers with decades of combined experience and as teacher educators at a predominantly white midwestern university, the authors center their curriculum around teaching challenging and whole histories, analyzing primary sources, and creating classroom community spaces where difficult dialogues can safely happen. While the authors primarily work with preservice and early career teachers in their 16-week Social Studies in the Elementary Curriculum and Teaching and Learning Social Studies in the Secondary School Methods courses, the authors feel all Social Studies educators should use strategies that get students to think deeply about historical events and their effect on present-day social issues. |
|---|---|
| ISSN: | 2573-2072 |
