Interpreting National History

"Narrating National History" examines the differences in white and African American children's, adolescents', and adults' interpretations of US history in classroom and community settings. Based on ethnographic interviews with children, teens, and adults in a working class US city, the manuscript focuses on the difference in different grade levels' interpretations of national history at the beginning of the school year. Also included are teachers' views and instruction, vignettes from classroom discussions, as well as parents' views of US history, contemporary society and citizenship. The book sets this work firmly in social studies methods, and teaching and learning more generally, by noting how contemporary learning standards, textbooks, and some pedagogies can be disconnected from students' cultural identities. The next three chapters shows that while teachers' historical interpretations were largely congruent with those of the White students, students of all backgrounds tended to ignore teacher or text interpretations that conflicted with their pre-instructional views.Also included are discussions of what methods teachers might have instead used done to create better, more just understandings of history.Finally, the concluding chapters provide research based examples of challenges and possibilities facing teachers who want to examine their own views toward teaching national history and society and engage in more culturally responsive pedagogy.

“"Her [Epstein]”

book should appeal to several audiences. First, particularly for students of educational research, her analysis of how and why children and adolescents arrive at school with substantially different preconceived narratives about American history--and complete entire history courses with those dichotomous narratives substantially intact--makes a fascinating and instructive research case study (Yin, 2009) on the effects of pedagogy and curriculum materials on learning....Second, particularly for teachers of history, social studies, and race and ethnicity, her book provides several empirically-tested suggestions for how best to teach about and discuss issues of race, both to ethnically homogenous and multi-ethnic classes. Moreover, she provides numerous resources for curriculum and supplemental materials and activities that could well enrich both in-class and out-of-class learning about race in U.S. history." -- Teachers College Record, Date Published: January 22, 2009

"Overall, this text serves as a great tool for those who wish to see the interplay between culturally responsive, culturally relevant, and social justice education. Epstein masterfully makes a case for the presence of these elements in the teaching of national history in order to enact altering learning experiences for all students, regardless of race." -- Alexandra Cuenca, Education Review, Date Published: April 23, 2009

"Epstein’s work provides an in-depth and rich set of data and findings that would be suitable for a range of classes, from pre-service programs through doctoral-level classes. The writing is accessible and engaging, and at 146 pages, compact and approachable."—Jeremy Stoddard, Theory & Research in Social Education (Winter 2009): 140-143

Hunter college and CUNY Graduate Center

Narrating National History examines the differences in white and African American children's, adolescents', and adults' interpretations of US history in classroom and community settings. Based on ethnographic interviews with children, teens, and adults in a working class US city, the manuscript focuses on the difference in different grade levels' interpretations of national history at the beginning of the school year. Also included are teachers' views and instruction, vignettes from classroom discussions, as well as parents' views of US history, contemporary society and citizenship.The book set this works firmly in social studies methods, and teaching and learning more generally, by noting how contemporary learning standards, textbooks, and some pedagogies can be disconnected from students' cultural identities. The next three chapters shows that while teachers' historical interpretations were largely congruent with those of the White students, students of all backgrounds tended to ignore teacher or text interpretations that conflicted with their pre-instructional views. Also included are discussions of what methods teachers might have instead used done to create better, more just understandings of history. Finally, the concluding chapters provide research based examples of challenges and possibilities facing teachers who want to examine their own views toward teaching national history and society and engage in more culturally responsive pedagogy.

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