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ERIC Number: EJ949361
Record Type: Journal
Publication Date: 2011-Dec
Pages: 26
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0362-6784
Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn from Entwined Narrations of Canadian History
Den Heyer, Kent; Abbott, Laurence
Curriculum Inquiry, v41 n5 p610-635 Dec 2011
A key challenge confronting teacher educators is to help their students identify perspectives that depart from dominant historical narratives of a nation-state's development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. In this article, we examine the nature of this challenge both as a theoretical issue and empirical engagement with two classes of history and social studies teacher candidates. We identify several tensions involved in work with multiple perspectives that shape historical narratives: avoiding culturally reductive or stereotypical images of others, the taming of historical complexity for ease of communication, and something of a fraught encounter with the dissonance that echoes at the heart of historical identifications and perspectives. As we conclude, there is much to learn about teaching from engaging these tensions that emerge when we re-read in a writerly manner what and how we have been taught.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada