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Articles 1 - 5 of 5
Full-Text Articles in Education
Difficulty And Distance In Educational Encounters With Historical Violence, Grant Scribner
Difficulty And Distance In Educational Encounters With Historical Violence, Grant Scribner
The Nebraska Educator: A Student-Led Journal
This article reviews recent literature that addresses historical violence, difficult history, and the production of historical distance in teaching and learning about past violence. The author argues that based on the literature, the processes by which certain violent histories become “difficult” while others are aestheticized deserve greater attention. As violent histories become more or less difficult, the production of nuanced, contextually contingent historical distances may have serious implications for teachers’ pedagogical decisions as well as students’ reactions and understanding. The author argues further that historical violence not considered difficult or traumatic in a given moment and context deserves greater attention …
The Current State Of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin
The Current State Of Assessing Historical Thinking: A Literature Analysis, Taylor S. Hamblin
The Nebraska Educator: A Student-Led Journal
In American schools since the mid 2000’s, social studies departments and state departments of education have created goals and updated standards prioritizing critical thinking engagement. Promotion of critical thinking has created a wealth of scholarship on developing a specific type of critical thinking, or cognition, called historical thinking. Imperative to the promotion of teaching historical thinking is in how teachers can assess the inquiries that make it up. Unfortunately, standardized social studies assessments have failed to measure the acquisition of the new historical thinking standards. In order to improve the assessment practices of history teachers, I wish to do two …
“‘Curating Kisumu’ And ‘Curating East Africa’: Academic Collaboration And Public Engagement In The Digital Age”, J. Mark Souther, Meshack Owino
“‘Curating Kisumu’ And ‘Curating East Africa’: Academic Collaboration And Public Engagement In The Digital Age”, J. Mark Souther, Meshack Owino
History Faculty Publications
This essay examines the origin, permutations, potentials, challenges, and implications of two successive, collaborative public history research, teaching, and learning projects undertaken by the Department of History at Cleveland State University, Cleveland, Ohio, and the Department of History and Archeology at Maseno University, Kisumu, Kenya between 2014 and 2018. The two projects explored how opportunities created by the mobile revolution in Africa could be leveraged to generate new ways of acquiring historical information and knowledge between students and faculty in universities separated by enormous distances and by disparate social, economic, and political experiences. Specifically, the projects examined how the cellphone …
My Family, Their History: Using Exploratory Inquiry & Pragmatic Methods To Learn History, Lowellen Sucgang
My Family, Their History: Using Exploratory Inquiry & Pragmatic Methods To Learn History, Lowellen Sucgang
Capstone Projects and Master's Theses
History education is at a crossroads. The availability of information at our fingertips has the potential to change how the non-historian sees history and the other social sciences. This capstone researched ways the non-historian can utilize the changing face of history education by implementing the pragmatic methods of John Dewey’s education philosophy called instrumentalism. Principal issues discussed include the pros and cons of out-of-classroom history education, utilization of exploratory inquiry for research and the usefulness of primary sources for a historiography. To apply instrumentalism ideals and methods, I created a historiography about my ancestors and how their lives intertwined with …
The History You Don’T Know, And The History You Do: The Promise Of Signature Pedagogies In History Education, Dave Powell
The History You Don’T Know, And The History You Do: The Promise Of Signature Pedagogies In History Education, Dave Powell
Education Faculty Publications
The persistent separation of subject-matter content and pedagogical training in traditional teacher education programs has made it difficult for many beginning teachers to establish a base of knowledge they can use to develop pedagogical content knowledge as their careers unfold. While existing efforts to bridge this gap have focused on intensive collaborations between education faculty and their colleagues in disciplinary fields, or on the integration of disciplinary knowledge into teacher education coursework, work still can be done to address the problem of providing beginning teachers with the balance of deep and flexible content knowledge complemented by practical teaching maneuvers that …