ERIC Number: EJ1140388
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
How Students Navigate the Construction of Heritage Narratives
Levy, Sara A.
Theory and Research in Social Education, v45 n2 p157-188 2017
Using a multiple case study design, I examine how public high school students (n = 17) make sense of narratives about defining events with which they have specific heritage connections. Focusing on 3 groups of students (Hmong, Chinese, and Jewish) studying 3 heritage events (respectively, the Vietnam War, Modern China, and the Holocaust), this article addresses the following research question: How do students in public schools construct narratives of those events with which they have a "heritage connection"? Findings indicate that students appreciate, benefit, and learn from the inclusion of heritage histories in their high school classrooms; they can engage in complex historical thinking about subjects that may hold heavy emotional weight; and emotion can facilitate student engagement with heritage histories. Importantly, including these histories in the official knowledge of the classroom legitimated the stories and demonstrated to the students that their own and their families' pasts are an important part of history.
Descriptors: High School Students, Case Studies, Cultural Background, Asian History, War, World History, Foreign Countries, Public Schools, History Instruction, Learner Engagement, Psychological Patterns, Asian American Students, Modern History, Semi Structured Interviews, Grounded Theory, Chinese Americans, Hmong People, Jews, Story Telling
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Vietnam; China; Minnesota (Saint Paul); California (Los Angeles); Illinois (Chicago)
Grant or Contract Numbers: N/A