Literaturnachweis - Detailanzeige
Autor/in | Levy, Sara A. |
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Titel | How Students Navigate the Construction of Heritage Narratives |
Quelle | In: Theory and Research in Social Education, 45 (2017) 2, S.157-188 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0093-3104 |
DOI | 10.1080/00933104.2016.1240636 |
Schlagwörter | 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; Vietnam; China; Minnesota (Saint Paul); California (Los Angeles); Illinois (Chicago) High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Krieg; Weltgeschichte; Ausland; Public school; Öffentliche Schule; History lessons; Geschichtsunterricht; Asian immigrant; United States; Asiatischer Einwanderer; USA; Neuere Geschichte; Chinese; Chinesen; Jew; Jude; Jüdin; Juden |
Abstract | 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |