000			03780cam a2200493Ii 4500
001			ocm1122462131
003			OCoLC
005			20210317094502.0
008			191006t20202020mdua b 001 0 eng d
020			_a9781475855562 _q(pbk.: alk. paper)
020			_a1475855567 _q(pbk.: alk. paper)
020			_a9781475855555 _q(cloth : alk. paper)
020			_a1475855559 _q(cloth : alk. paper)
020			_z9781475855579 (ePub ebook)
035			_a(OCoLC)1122462131
040			_aYDX _beng _erda _cYDX _dUPM _dYDXIT _dUKMGB _dOCLCF _dTXI _dGZN _dUtOrBLW
049			_aEEMR
050		4	_aLB1732 _b.T73 2020
050		4	_aLB1732 _b.T73 2020
082	0	4	_a370.71 _223
100	1		_aTraille, Kay,
245	1	0	_aHearing their voices : _bteaching history to students of color / _cKay Traille.
264		1	_aLanham : _bRowman & Littlefield, _c[2020]
264		4	_c©2020.
300			_axx, 163 pages : _billustration ; _c24 cm.
336			_atext _btxt _2rdacontent.
337			_aunmediated _bn _2rdamedia.
338			_avolume _bnc _2rdacarrier.
504			_aIncludes bibliographical references (pages 143-152) and index.
520			_a"This book is about what teachers need to know before they teach history to students of color. It is a book about the 'inside feel' of these students and what they think and say history is for, based on research in the United States with reflections on the United Kingdom. It gives history teachers a better understanding of why culturally relevant pedagogy, inclusion and issues surrounding diversity are of crucial importance if we are to reach these students. We live in a world where many multicultural students think they have little connection with the histories, traditions and values in which they have grown up, some look toward groups who promise them a sense of belonging and ownership of created histories which clash with and threaten democratic societies. This book begins with the belief that it is important to understand how a subject, history, makes non-White students think and feel about themselves. At its center are assertions made by students of color who think learning history that is rich in aspects they can connect with culturally and personally, is important and necessary in gaining and holding their attention. Then I make suggestions of how we best communicate and set high expectations for these students, how as history teachers we use strategies to better engage these students, and redirect the unengaged. We need to make sure history educators provide necessary and appropriate scaffolding for students of colour to better process what they learn in history lessons, making sure they are engaged in higher-order thinking in an equitable safe environment where they see and know that their diversities are respected and valued."--Publisher's synopsis.
650		0	_aTeaching _xSocial aspects. _0http://id.loc.gov/authorities/subjects/sh2010116354.
650		0	_aBlacks _xHistory _xStudy and teaching.
650		0	_aAfrican Americans _xHistory _xStudy and teaching.
650		0	_aInterdisciplinary approach in education. _0http://id.loc.gov/authorities/subjects/sh85067231.
650		0	_aEducation _xCurricula. _0http://id.loc.gov/authorities/subjects/sh85040999.
650		7	_aAfrican Americans _xStudy and teaching. _2fast _0(OCoLC)fst00799707.
650		7	_aBlacks _xStudy and teaching. _2fast _0(OCoLC)fst00834014.
650		7	_aEducation _xCurricula. _2fast _0(OCoLC)fst00902556.
650		7	_aInterdisciplinary approach in education. _2fast _0(OCoLC)fst00976122.
650		7	_aTeaching _xSocial aspects. _2fast _0(OCoLC)fst01144616.
655		7	_aHistory. _2fast _0(OCoLC)fst01411628.
776	0	8	_iebook version : _z9781475855579.
942			_2lcc
999			_c237154 _d237154