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ERIC Number: EJ789788
Record Type: Journal
Publication Date: 2008-Mar
Pages: 11
Abstractor: ERIC
Reference Count: 36
ISSN: ISSN-0013-1946
Critical Family History, Identity, and Historical Memory
Sleeter, Christine
Educational Studies: Journal of the American Educational Studies Association, v43 n2 p114-124 Mar 2008
Many teacher educators recommend that preservice teachers examine their own backgrounds and experiences to identify assumptions, beliefs, and values, as well as cultural contexts in which they grew up, which impact on how they understand schooling and students. Commonly, Social Foundations courses initiate self-examination through processes such as life history and autobiography. Self-examination is particularly important as a part of learning to teach students who are culturally different from oneself, and to address institutionalized inequities that permeate students' lives both inside and outside of school. Recently, out of personal rather than professional interest, the author began to research her own family history. In doing so, she explored how this process can work as an entree into historical memory about race, ethnicity, and identity--revealing the ways in which power and privilege have been constructed, the prices people have paid for that, and the ways in which ordinary people have challenged inequities. In this article, she describes the process she used for researching family history, situating that process within a discussion of self-excavation through critical life history. (Contains 2 notes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A