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ERIC Number: ED479170
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Teaching History: Personal and Public Narratives.
Coughlin, Mimi
A study explored the underlying narratives, public and personal, that shape subject matter in U.S. history. It drew on strategies used in grounded theory, life history, and narrative inquiry. It specifically sought stories that history teachers teach students about what in the past matters and why. Teachers (n=62) from 32 schools were surveyed in a small northeastern state about personal histories, purposes, and priorities for teaching U.S. history. In-depth phenomenological interviews were conducted with a purposeful sample of participants (n=10). The first section of this paper outlines the epistemological, cultural, and political debates that have surrounded historical scholarship and history education during the past three decades and the competing narratives about U.S. history that they have produced. The paper's second section explores the influence of personal narratives on the U.S. history curriculum that teachers construct in their classrooms. The paper notes that examining teaching and learning history as a dynamic space, where knowledge is constructed within a context of conflicting public and compelling personal narratives, allows these curricular influences to be fruitfully explored. (Contains 51 references.) (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A