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作者

来源

URBAN EDUCATION,Vol.54,Issue3,P.368-396

语言

英文

关键字

race; teacher education; Black History; social studies; urban education; MASTER NARRATIVES; REPRESENTATIONS; AMERICANS; LITERACY; RACE

作者单位

[King, LaGarrett J.] Univ Missouri, Social Studies Educ, Columbia, MO USA. [King, LaGarrett J.] Univ Missouri, Black Studies, Columbia, MO USA. [King, LaGarrett J.] Univ Missouri, Kinder Inst Constitut Democracy, Columbia, MO USA. King, LJ (reprint author), Univ Missouri, Coll Educ Learning Teaching & Curriculum, 212D Townsend Hall, Columbia, MO 65211 USA. E-Mail: Kinglj@missouri.edu

摘要

I argue in this article that a close examination of preservice teachers' Black history knowledge is needed to possibly improve curricular and instructional approaches of Black education. Seven preservice teachers were studied and asked to write Black history narratives to ascertain how they interpreted Black history. I analyzed these responses through a Black history framework that combined aspects of diaspora literacy, historical consciousness, and Black Critical race theory. Findings indicate preservice teachers held both critical and noncritical Black history knowledge. Implications are given to teacher educators to find out how to effectively gauge Black history as a heuristic for diversity education.