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Defining Purpose and Process in Teaching History with Case Studies
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Journal Article
Defining Purpose and Process in Teaching History with Case Studies
2016
Overview
When the History of Education Quarterly editors invited us to contribute to this forum, they asked us to reflect on how we taught histoiy with case studies. To jump-start our exchange, they suggested four possible purposes for teaching history in this way, which I have paraphrased below:
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To reflect on the antecedents of the so-called “new” educational policy topics (what is the long histoiy of standardized testing?).
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To disrupt conventional beliefs with counterexamples (why did nineteenth-century science and math classrooms include so many female students?).
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To compare and contrast educational change in particular places or regions (how did the development of schooling differ in New England, the New South, or New Mexico?).
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To call attention to the intersection of human agency and institutional structures (how did teachers, parents, and political leaders conflict or collaborate in struggles over school reform?).
Publisher
Cambridge University Press,Wiley Periodicals, Inc
Subject
