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ERIC Number: EJ1073984
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1191-162X
To What Questions Are Schools Answers? And What of Our Courses? Animating Throughline Questions to Promote Students' Questabilities
den Heyer, Kent
Canadian Social Studies, v39 n2 Win 2005
Schools are too often places in which answers are conveyed to questions students are rarely, if ever, asked. This article offers, therefore, some examples of content--animating and throughline questions--and assessment practices that centralize questions rather than answers. While animating questions return teachers to the mysteries that excite us as intellectuals (excitement that is crucial to share with students), they also spark throughline questions - provocative questions that give the content of our courses apparent purpose. Using a notion of dangerous teaching, I argue that such practices serve to disrupt the ahistorical stance of much of social studies and history teaching that offers students little opportunity to connect what they learn in schools to political charged debates over what and how they should be taught.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site: http://www2.education.ualberta.ca/css/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A