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The Urban Review

Erschienen in:

01.06.2007

Figured World of History Learning in a Social Studies Methods Classroom

verfasst von: Cecil Robinson

Erschienen in: The Urban Review | Ausgabe 2/2007

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Abstract

This paper considers how one teacher educator, Dr. Gomez, took up revisionist history and inquiry in her social studies methods classroom. The concepts of figured worlds (Holland et al., 1998) [Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press], and artifacts and mediation (Holland & Cole, 1995; Vygotsky 1978, 1986) [Holland, D., & Cole, M. (1995). Anthropology & Education Quarterly, 26(4), 465–490; Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press; Vygotsky, L. S. (1986). Thought and language. Boston: The MIT Press] are used to present a case study. The study focuses on the artifacts that made up the figured world of history learning in Dr. Gomez’s social studies methods class and the learner identities afforded by this context. The purpose of this study is two-fold: (a) explore how teacher education classes can recruit primarily white, middle class students into a figured world of history learning that is culturally congruent with urban settings, and (b) demonstrate the application of the figured worlds framework to the study of learning in a teacher preparation program.

Vorheriger Artikel Figuring “Success” in a Bilingual High School

Nächster Artikel Learner Identity Amid Figured Worlds: Constructing (In)competence at an Urban High School

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Titel: Figured World of History Learning in a Social Studies Methods Classroom
verfasst von: Cecil Robinson
Publikationsdatum: 01.06.2007
Verlag: Kluwer Academic Publishers
Erschienen in: The Urban Review / Ausgabe 2/2007
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-007-0046-x

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