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: Rowman & Littlefield
Number of pages: 184
Weight: 304 g
Dimensions: 226 x 152 x 12 mm
Kay Traille's Hearing Their Voices: Teaching History to Students of Color is a must-read for educators at all levels of schooling, especially those teaching history. What Traille offers educators is invaluable-interview excerpts from a widely diverse group of students from the United States and Great Britain interwoven with accessible theory and robust analysis. Traille allows students in their own voices to let educators know where they are going wrong in the teaching of history and what they need to do to "cultivate curiosity, complexity, and authentic engagement." Asking provocative guiding questions throughout the text, Traille challenges educators to re-think their taken-for-granted assumptions about students of color and what their assumptions might mean in the teaching of history. While Traille resists simplistic step-by-step formulas for teaching history, she does offer in great detail what a culturally responsive history classroom looks like for students of color, and she reminds us that this kind of classroom is effective for all students. This text will help educators transform how they teach history and help them make their classrooms a welcoming space for all students. -- Nichole Guillory, PhD, Professor of Curriculum & Instruction, Department of Secondary & Middle Grades Education, Kennesaw State University
Traille walks readers through the policies, practices, theories, and ideologies that have impacted students of color as they learn about events in history. Through narratives and counterstories, she provides voice to students who are often marginalized and silenced in current texts. Their lived experiences will challenge and provoke educators to create more inclusive spaces of learning. -- Corrie L. Davis, Interim Associate Dean for Diversity and Community Engagement and Professor of Educational Research Bagwell College of Education, Office of the Dean