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Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities


reviewed by John R. Whitman — January 22, 2009

coverTitle: Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities
Author(s): Terrie Epstein
Publisher: Routledge, New York
ISBN: 0415960843, Pages: 164, Year: 2008
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I was convinced that helping students understand the ways in which racism operates in their own lives and what they could do about it was a true calling that I should accept. Beverly Daniel Tatum (1997, p. xiv) There are many roads to “understanding the ways in which racism operates,” and Terrie Epstein, “passionate about the teaching and learning of United States history” (p. xii), appears to be responding to the same calling noted above by psychologist and nationally acclaimed author on racial dialogue, Beverly Tatum. Epstein’s singular contribution in her book is to respond to this calling from the training and perspective of an historian, grounded on her original, empirical educational research on fifth, eighth, and eleventh grade students, their teachers, and their parents. Epstein positions her book not only in reference to the literature on history education, but also as a contribution to “socio-cultural or diversity studies in education” (p.... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: January 22, 2009
http://www.tcrecord.org ID Number: 15497, Date Accessed: 12/18/2017 7:56:54 AM

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About the Author
  • John Whitman

    E-mail Author
    JOHN R. WHITMAN, Ph.D. is an adjunct faculty member who teaches Social Entrepreneurship at the Harvard University Extension School and various graduate courses in education at Northeastern University, including Race and Ethnicity in Education, Social and Cultural Analysis of Education Systems, Enrollment Management, Curriculum and Program Development, and Program Evaluation and Assessment.
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