22 Feb 2011
In a six year ethnography of a midwestern working class community, the author examined how children’s, adolescents’, and adults’ racial identities and classroom and community pedagogies shaped participants’ interpretations of history and society. Based on research with 100 students, 6 teachers, and 24 parents, the author demonstrates how African American and European American students and adults constructed different perspectives on race relations and individual rights in U.S.history and contemporary society.
View Terrie Epstein, March 10, 2011: Interpreting National History Article