Artboard 33Artboard 16Artboard 18Artboard 13Artboard 42Artboard 21Artboard 4Artboard 5Artboard 45Artboard 22Artboard 7Artboard 42Artboard 23Artboard 17?Artboard 28Artboard 43Artboard 49Artboard 47Artboard 15Artboard 32Artboard 6Artboard 22Artboard 5Artboard 25Artboard 1Artboard 42Artboard 11Artboard 41Artboard 11Artboard 23Artboard 10Artboard 4Artboard 9Artboard 6Artboard 8Artboard 7Artboard 3Artboard 12Artboard 25Artboard 34Artboard 43Artboard 44Artboard 16Artboard 24Artboard 13Artboard 5Artboard 24Artboard 31Artboard 1Artboard 12Artboard 27Artboard 30Artboard 36Artboard 44Artboard 9Artboard 17Artboard 6Artboard 27Artboard 30Artboard 29Artboard 26Artboard 2Artboard 20Artboard 35Artboard 15Artboard 14Artboard 50Artboard 26Artboard 14Artboard 40Artboard 21Artboard 10Artboard 37Artboard 46Artboard 33Artboard 8

Teaching History for the Common Good (Cód: 9755503)

Barton,Keith C.; Levstik,Linda S.

Taylor & Francis Ltd (Livros Digitais)

Ooops! Este produto não está mais a venda.
Mas não se preocupe, temos uma versão atualizada para você.

Ooopss! Este produto está fora de linha, mas temos outras opções para você.
Veja nossas sugestões abaixo!

R$ 164,85

em até 5x de R$ 32,97 sem juros


Em até 1x sem juros de

Cartão Saraiva:


Em até 5x sem juros de

Teaching History for the Common Good



InTeaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students'apos; historical thinking. In many cases, disagreements about what should be taught to the nation'apos;s children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education.

The authors review research on students'apos; historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students'apos; developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools.

Beyond simply describing the factors that influence students'apos; thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good.

In Teaching History for the Common Good, Barton and Levstik:
*discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children'apos;s (and adults'apos;) knowledge of and interest in history;
*lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students'apos; learning;
*explore four principal 'quot;stances'quot; toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy;
*address six of the principal 'quot;tools'quot; of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and
*review research and conventional wisdom on teachers'apos; knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose.

Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students'apos; thinking and learning about the subject.


Peso 0.00 Kg
Produto sob encomenda Sim
Marca Taylor & Francis Ltd (Livros Digitais)
Número de Páginas 304 (aproximado)
Idioma 337
Acabamento e-book
Territorialidade Internacional
Formato Livro Digital Pdf
Gratuito Não
Proteção Drm Sim
Tamanho do Arquivo 3785
Início da Venda 13/07/2004
Código do Formato Pdf
Cód. Barras 9781135645144
Ano da Publicação 2004
AutorBarton,Keith C.; Levstik,Linda S.