Re-Membering History in Student and Teacher Learning

<p>What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? <i>Re-Membering History in Student and Teacher Learning </i>answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented K-12 practitioners teacher educators preservice teachers and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge but also takes the next step to construct and then study how re-membered student texts can be used. Case study findings reveal improved student outcomes enhanced relationships between teachers and families and teachers and students and a closer connection for children and adults to their heritage.</p>