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In this piece, we share a story about the power of historical investigation as a means of developing critical literacy in
young children. Drawing on the work of VanSledright (Social Educ 68:230, 2004), we outline four aspects of historical thinking
as they relate to the development of critically minded citizens. We then turn to a discussion of a first-grade lesson on the
First Thanksgiving Feast, reflect on the meanings children took from this experience, and explore possible implications and
extensions. 相似文献
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Jennifer Hauver James 《Gender and education》2010,22(5):521-534
In this paper, I interrogate the implicit and largely unexamined relationship between mothering and elementary teaching as they are informed by dominant notions of caring in the United States. In an environment where students were seen as not receiving adequate care at home, the teachers in this study felt a need to act as mothers in their professional lives. The consequences of such “deficit thinking” for students are well explored in the literature on teaching and learning. What has been less well explored are the consequences of this teacher‐as‐mother notion for teachers themselves. Drawing from the narratives of six women elementary school teachers, I suggest that assuming the role of mother to one's students not only devalues students' identity and experience, but limits teachers' ability to adequately care for themselves. 相似文献
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Jennifer Hauver James 《Cultural Studies of Science Education》2013,8(2):355-360
What can narratives do for us? In this response to Grimes’ article, I endeavor to answer this question, considering the author’s story as both a space for unpacking and the complex intersection of identity, teaching and learning and as an effort to name herself in the midst of such complexity. Specifically, I address the raced, gendered, classed nature of the relationships that Grimes’ suggests facilitate science learning in her classroom, asking “What is gained or lost when students’ success is attributed to such relationships?” 相似文献
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Jennifer Hauver James 《Teaching and Teacher Education》2012,28(2):165-173
Data from a year-long narrative inquiry, involving six American women elementary school teachers, suggests that teachers’ conceptions of caring are primarily shaped by their biographies. Despite teachers’ claims that they knew their students well, their conceptions of caring were relatively fixed across contexts rather than malleable to differing students’ realities. Here, I raise questions about the interplay of mothering and deficit discourses as they serve to legitimize and perpetuate single-loop caring. Implications for teaching, teacher education and care theory are discussed. 相似文献
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