Download PDF The Challenge of Rethinking History Education: On Practices, Theories, and Policy, by Bruce A. VanSledright
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The Challenge of Rethinking History Education: On Practices, Theories, and Policy, by Bruce A. VanSledright
Download PDF The Challenge of Rethinking History Education: On Practices, Theories, and Policy, by Bruce A. VanSledright
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Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the country’s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues.
In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.
- Sales Rank: #535826 in Books
- Brand: Routledge
- Published on: 2010-07-08
- Original language: English
- Number of items: 1
- Dimensions: 8.80" h x .50" w x 5.90" l, .70 pounds
- Binding: Paperback
- 232 pages
Review
"VanSledright (Univ. of Maryland, College Park) is a leading expert in the field of history education, and it shows....This book is the best single account of how to teach for historical thinking to date. It is written in straightforward, engaging prose without compromising depth and will be useful for history and education students and faculty at any level. Highly recommended."―CHOICE
"Bruce A. VanSledright’s The Challenge of Rethinking History Education: On Practices, Theories, and Policy is a powerful and ambitious model for teaching more intellectually demanding―and satisfying―history in schools…The structure is unique, intriguing, and (particularly for classroom practitioners) approachable… It is also the kind of work that a short review really cannot do justice and that merits a full reading. History education will benefit if the book soon sees service in teacher education methods courses and professional development programs."―Teachers College Record
About the Author
Bruce A. VanSledright is Professor in the Department of Curriculum and Instruction at the University of Maryland, College Park.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Viva la Revolution!
By Elise
Were I Bruce VanSledright's editor, I might have suggested a different title for The Challenge of Rethinking History Education; something along the lines of Roadmap for a Revolution: Redeeming History Education in the 21st Century. As it is, VanSledright's tour de force provides fodder for the adage about not judging a book by its cover. Not that the title is a misnomer, for the book does richly examine practices, theory and policy. It just doesn't do the importance of the book justice. In a nutshell, "Challenge" runs the gamut of exploring what it means to teach history with disciplinary integrity (theory), how to do it (practice), and why we are not doing it (policy).
VanSledright begins by identifying his historical antecedent for history education reform: the Amherst history education project of the 1950's-mid'70's, which advocated teaching history as evidence-based and interpretive. He describes forces that prevented the success of that movement, and ultimately concludes that the greatest challenge to teaching history with disciplinary integrity in the U.S. lies in changing, expanding and improving pre-service teacher education, so that teachers learn what they "need to know in order to teach in ways that resemble an investigative approach." (p.37)
Using this book to support and inform the people willing to tackle this challenge, VanSledright describes knowing, teaching and learning history through the eyes of an imaginary, ideal teacher. Those who are familiar with VanSledright's existing instructional models from previous articles will recognize them here, for much of this book is a synthesis of existing research and theory in history education, as well as descriptions of the author's instructional interventions which have been informed by that research and theory.
After explicating what history teachers need to know, VanSledright turns his attention to why they are not taught what they need to know, or supported to implement effective instruction in K-16 history classes. The final chapter of "Challenge" identifies various institutional barriers to improving history teacher preparation, and offers remedies or alternatives to the policies that erect and sustain the barriers.
Ultimately, VanSledright lucidly makes the case for teaching history with disciplinary integrity, informs his theoretical and instructional models with exhaustive and fine-tuned knowledge of existing research, and brilliantly identifies and articulates alternatives to institutional policies that perpetuate the dismal status quo in history teacher preparation and classroom practice.
This is a book that breaks new ground in exploring the scope of what it means to revolutionize history education. It is an essential read for academics in the history and social studies education milieus. It is a guide for historians seeking concrete strategies to engage their students in history as an evidence-based, interpretive discipline; and it is a guide for methods teachers seeking A) to help their students understand the relationship between theory and practice, and B) straightforward models on which their students may eventually base their daily lessons in their own classrooms.
I would like to recommend it for undergraduates and in-service teachers, as well, but suspect many would founder on the shoals of the book's theory explications. In light of the potential limit of the book's appeal, I encourage VanSledright to simplify his descriptions of theory into brief distillations and design an effective way(s) to share his inspired and research-informed instructional models with the wide audience of history teachers via a teacher's handbook format, or perhaps online delivery. With a bit of adaptation and creative formatting, this important work might reach and influence many more people than it will in its current academic form.
0 of 1 people found the following review helpful.
Three Stars
By Peg
Was purchased for someone else.
0 of 2 people found the following review helpful.
The Challenge of Rethinking History Education: On Practices, Theories and Policy
By Sonya
Excellent - a great book, very useful, as a teacher of History it was invaluable, skills and tasks great for students.
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