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ERIC Number: EJ786819
Record Type: Journal
Publication Date: 2007-Jun
Pages: 26
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0042-0972
Figured World of History Learning in a Social Studies Methods Classroom
Robinson, Cecil
Urban Review: Issues and Ideas in Public Education, v39 n2 p191-216 Jun 2007
This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). "Identity and agency in cultural worlds." Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). "Anthropology & Education Quarterly," 26(4), 465-490; Vygotsky, L. S. (1978). "Mind in society: The development of higher psychological processes." Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). "Thought and language." Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world of history learning in Dr. Gomez's social studies methods class and the learner identities afforded by this context. The purpose of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application of the figured worlds framework to the study of learning in a teacher preparation program.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A