Knowing, Teaching, and Learning History: National and International Perspectives

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NYU Press, Sep 1, 2000 - Education - 482 pages
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If one street in America can claim to be the most infamous, it is surely 42nd Street. Between Seventh and Eighth Avenues, 42nd Street was once known for its peep shows, street corner hustlers and movie houses. Over the last two decades the notion of safety-from safe sex and safe neighborhoods, to safe cities and safe relationships-has overcome 42nd Street, giving rise to a Disney store, a children's theater, and large, neon-lit cafes. 42nd Street has, in effect, become a family tourist attraction for visitors from Berlin, Tokyo, Westchester, and New Jersey's suburbs.

Samuel R. Delany sees a disappearance not only of the old Times Square, but of the complex social relationships that developed there: the points of contact between people of different classes and races in a public space. In Times Square Red, Times Square Blue, Delany tackles the question of why public restrooms, peepshows, and tree-filled parks are necessary to a city's physical and psychological landscape. He argues that starting in 1985, New York City criminalized peep shows and sex movie houses to clear the way for the rebuilding of Times Square. Delany's critique reveals how Times Square is being "renovated" behind the scrim of public safety while the stage is occupied by gentrification.

Times Square Red, Times Square Blue paints a portrait of a society dismantling the institutions that promote communication between classes, and disguising its fears of cross-class contact as "family values." Unless we overcome our fears and claim our "community of contact," it is a picture that will be replayed in cities across America.

  

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Contents

Current Issues in History Education
15
Is It Possible to Teach Beliefs as Well as Knowledge
38
Teaching and Learning History in Canada
51
Dilemmas and Delights of Learning History
63
The Currency of Narrative
83
The Convergence Paradigm in Studying Early
102
Constructing World History in the Classroom
121
Changes Needed to Advance Good
141
Lessons on Teaching and Learning in History from
223
Teachers and Adolescents
284
Making Historical Sense
306
Models for Teaching
327
The Interdisciplinary
353
A Case Study of Developing Historical Understanding
375
Beyond the Past and into
390
A Tool
437

History Teaching Methods Course
156
Whats This New Crap? Whats Wrong with
178
part in Research on Teaching and Learning
195
Postlogue
471
Contributors
477
Copyright

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About the author (2000)

Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has published numerous articles on social studies curriculum, historical understanding, and school-university collaboration.

Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.

Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has published numerous articles on social studies curriculum, historical understanding, and school-university collaboration.Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.

Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts.

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