What started out as a survey of the twelve leading American history textbooks has ended up being what the San Francisco Chronicle calls “an extremely convincing plea for truth in education.” In Lies My Teacher Told Me, James W. Loewen brings history alive in all its complexity and ambiguity. Beginning with pre-Columbian history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, and the Mai Lai massacre, Loewen offers an eye-opening critique of existing textbooks, and a wonderful retelling of American history as it should—and could—be taught to American students.
This 10th anniversary edition features a handsome new cover and a new introduction by the author.
Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of "Understanding by Design." Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of "backward design" and explores in greater depth the meaning of such key ideas as "essential questions" and "transfer tasks." Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the "six facets of understanding" can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum.
Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of "Understanding by Design" offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
This tenth-anniversary, second edition features eight new chapters and a revised and updated original text.
"Without good data and analysis—much of it grounded in economic theory—we cannot hope to strengthen communities through the arts or to achieve any of the other goals we set for the National Endowment for the Arts, the largest nationwide funder of the arts." —from the Foreword by Rocco Landesman
Contributors: Hasan Bakhshi (Nesta UK), Elisa Barbour (University of California, Berkeley), Shiri M. Breznitz (Georgia Institute of Technology), Roland J. Kushner (Muhlenberg College), Rex LaMore (Michigan State University), James Lawton (Michigan State), Neil Lee (Nesta UK), Richard G. Maloney (Boston University), Ann Markusen (University of Minnesota), Juan Mateos-Garcia (Nesta UK), Anne Gadwa Nicodemus (Metris Arts Consulting), Douglas S. Noonan (Indiana University–Purdue University Indianapolis), Peter Pedroni (Williams College), Amber Peruski (Michigan State), Michele Root-Bernstein (Michigan State), Robert Root-Bernstein (Michigan State), Eileen Roraback (Michigan State), Michael Rushton (Indiana University), Lauren Schmitz (New School for Social Research), Jenny Schuetz (University of Southern California), John Schweitzer (Michigan State), Stephen Sheppard (Williams College), Megan VanDyke (Michigan State), Gregory H. Wassall (Northeastern University)
Curriculum Leadership: Strategies for Development and Implementation, Fourth Edition is a one-of-a-kind resource written for educational leaders--administrators and teachers--who want to successfully restructure and enhance school curriculum. Authors Allan A. Glatthorn, Floyd Boschee, Bruce M. Whitehead, and Bonni F. Boschee provide innovative and successful curriculum ideas, including reflective case studies, “Keys to Leadership” sections, curriculum tips, and “Challenge” sections with key issues and questions in every chapter. Also interspersed throughout the book are tried and true strategies that provide administrators with innovative ideas on meeting state and national standards.
This is a much needed, highly informative, and easy-to-read account of curriculum development and change for curriculum leaders, those teaching curriculum courses, and those aspiring to become curriculum decision makers. It provides the knowledge and skills needed to develop and implement a PK–12 school curriculum.
Specific topics covered include establishing positive relationships between students and school librarians; characteristics of students in different grade levels; techniques that librarians can use for effectively managing students in the school library; ways to relate with diverse students, including students with special needs; managing students as they utilize technology in library settings; and designing a school library environment to avoid potential discipline problems.
This practical book:Describes a unique, adult learning framework.Includes a variety of tools and protocols that leaders can use to support teacher learning in schools, districts, departments, and teams.Offers instructional leaders both theory and practice-the what to do and also the why and how.Addresses a broad spectrum of instructional leaders at the district, school, and university level.
“Students everywhere deserve teachers and administrators who have read this book, and who enact the ideas in it. It is a must read for principals, district level administrators, teacher leaders, instructional coaches and mentors - anyone charged with leading the learning of adults in their schools.”
—Gene Thompson-Grove, Educational Consultant and Board Member, SchoolReform Initiative
“Leading for Powerful Learning is the book every school leader needs. It provides the essential tools for carrying out what is arguably the school leader's most difficult task: supporting the learning of the teachers with whom they work. The authors’ insights and practical wisdom, drawn from their decades of experience in schools, will be useful not only to formal school leaders but to those serving as leaders in more informal ways.”
—Tina Blythe, Harvard Graduate School of Education
Book Features:Introduces artistic behaviors that sustain engagement, such as problem finding, innovation, play, representation, collaboration, and more. Provides instructional modes for differentiation, including whole group, small group, individual, and peer coaching. Offers management strategies for choice-based learning environments, structuring time, design of studio centers, and exhibition. Illustrates shifts in control from teacher-directed to learner-directed. Highlights artist statements by children identifying personal relevancy, discovery learning, and reflection.
“This is a book that ‘teaches all of the bases.’ The authors address theory, instruction, assessment and advocacy in a user-friendly format that includes color photos of classroom setups and student work, sample demonstrations and reflections on classroom activities. Overall, the book states the case for what we ‘ought to be doing.’”
—Arts and Activities
“This book suggests the essence of art teaching, which is to inquire—what do we need to provide young artists that will allow them to take full advantage of their artistic behavior?”
—From the Foreword by George Szekely, Senior Professor, University of Kentucky
“Engaging Learners Through Artmaking is the real thing. Clearly explained, highly informed of current research, full of the details that real teachers require for the realities they face every day, this book should make an immediate and enduring contribution.”
—Peter London, Professor Emeritus, University of Massachusetts Dartmouth
“With a refreshing and profound perspective on the core principles of art education, this book addresses the fundamental issues of the leadership we need in all facets of our society, namely the capacity to approach the challenges/problems we individually and collectively face in living a fulfilling life.”
—Earl N. Powell, President Emeritus, Design Management Institute, Boston
“Engaging Learners Through Artmaking provides important insights into the creative goals of any art curriculum and useful suggestions to help teachers move toward diverse and meaningful choice-making by student artists.”
—Olivia Gude, Founding Director of Spiral Workshop, Professor of Art Education, University of Illinois at Chicago
The book provides important information both to trainers of future teachers, current teachers, and to supervisors and policy makers in education. To trainers there is information on how to motivate, mentor, and instruct in-service teachers to use the best scientifically based teaching strategies and tactics. To in-service teachers, there is information on how to provide individualized instruction in classrooms with multiple learning and behavior problems, school interventions to help prevent vandalism and truancy, and how curricula and instruction can be designed to teach functional repetoirs rather than inert ideas. To policy makers and supervisors, the book discusses how to determine the effectiveness of curricular innitiatives toward meeting mandated standards in national assessments.
Doug Greer was recently awarded the Fred S. Keller Award for Distinguished Contributions to Education by APA for the research and application of the material covered in this book. School programs incorporating the material used in this book have produced 4-7 times more learning outcomes for students than control and baseline educational programs (see www.cabas.com)
The book provides research-based and field-tested procedures for:
* Teaching students of all ability levels ranging from preschool to secondary school
* How to teach special education students in the context of a regular classroom
* Best practices for all teachers to teach more effectively
* Means of monitoring and motivating teachers' practices
* A comprehensive and system-wide science of teaching—post modern-postmodern!
* Tested procedures that result in four to seven times more learning for all
* Tested procedures for supervisors to use with teachers that result in
significant student learning
* Tested procedures for providing the highest accountability
* A systems approach for schooling problems that provide solutions rather
* Parent approved and parent requested educational practices
* Means for psychologists to work with teachers and students to solve
behavior and learning problems
* A comprehensive systems science of schooling
* An advanced and sophisticated science of pedagogy and curriculum design
* Students who are not being served with traditional education can meet or
exceed the performance of their more fortunate peers,
* Supervisors can mentor teachers and therapists to provide state of the
* Parent education can create a professional setting for parents, educators,
and therapists to work together in the best interests of the student,
* Teachers and supervisors who measure as they teach produce significantly
better outcomes for students,
* Systemic solutions to instructional and behavioral problems involving
teachers, parents, supervisors provide means to pursue problems to their
* A science of teaching, as opposed to an art of teaching, can provide an
educational system that treats the students and the parents as the clients.
This book provides a comprehensive and systematic framework for developing literacy skills and improving reading in all content areas. With funding from the Carnegie Corporation and the U.S. Department of Education, author Margarita Calderón has developed a research-based approach to expediting reading comprehension that results in higher test scores not just for ELLs, but for all students. Educators can easily complement their instruction with ready-to-use tools, including:Lesson templates Rubrics Sample lesson plans Strategies for teaching reading and vocabulary in content areas Descriptions of successful programs Professional development designs
Looking for that one transformative moment when a student’s eyes light up, signaling he or she has finally grasped that big idea behind critical academic content? Concept-based curriculum and instruction is a way to make those moments many. H. Lynn Erickson and Lois Lanning offer new insight on:
How to design and implement concept-based curriculum and instruction across all subjects and grade levels Why content and process are two equally important aspects of any effective concept-based curriculum How to ensure students develop the all-important skill of synergistic thinking
A summary of the literatureAnswers to questions like ‘Can youngers learn to keyboard—and should they?’Importance of the teacher
The K-8 curriculum includes a lot more variety than keyboard exercises on installed software. Here’s a rundown of pieces used:
Keyboarding software (yes, you do need repetition)Online keyboarding websitesAge-appropriate use of hand coversQuarterly speed/accuracy quizzesQuarterly blank keyboarding quizzesMonthly homeworkWall charts to support learning and display evidence of successGrading based on student improvement, not conformity to class norms You’ll learn practical strategies on how to blend these pieces, each added at the right time, to teach the keyboarding skills required for today’s classroom. Each lesson includes:
OverviewObjectives and stepsBest PracticesExtensionsTrouble-shootingWhere to get help Note to readers: Color shown in the sample image gallery are included in PDF version only. If you’re looking for the K-8 keyboard curriculum with student workbooks, click here.
Sally Moomaw, EdD, has spent much of her career researching and teaching STEM education. She is an assistant professor at the University of Cincinnati and the author of several early education books.
Problem-based learning expert John Barell troubleshoots the PBL process for teachers, drawing from practical classroom experience. Step-by-step procedures make this remarkably effective teaching model accessible and highly doable for all teachers, from beginners to veterans. This standards-based, teacher-friendly second edition of the author's popular PBL guide includes:Examples showing problem-based learning in action Answers to frequently asked questions on standards-based implementation Thorough guidelines for developing problems for students to solve Rubrics and assessment tips to ensure that standards are met
The Common Core State Standards for Mathematics challenges students to become mathematical thinkers, not just mathematical “doers.” This resource will be invaluable for pre- and inservice teachers as they prepare themselves to understand and teach algebra with a deep level of understanding.
“Uncomplicating Algebra is an excellent resource for teachers responsible for the mathematical education of K–8 students. It is also a valuable tool for the training of preservice teachers of elementary and middle school mathematics.”
—Carole Greenes, associate vice provost for STEM education, director of the Practice Research and Innovation in Mathematics Education (PRIME) Center, professor of mathematics education, Arizona State University
“The current climate in North America places a major emphasis on standards, including the Common Core State Standards for Mathematics in the U.S. In many cases, teachers are being asked to teach content with which they themselves struggle. In this book, Dr. Small masterfully breaks down the big ideas of algebraic thinking to assist teachers, math coaches, and preservice teachers—helping them to deepen their own understanding of the mathematics they teach. She describes common error patterns and examines algebraic reasoning from a developmental viewpoint, connecting the dots from kindergarten through grade 8. The book is clearly written, loaded with specific examples, and very timely. I recommend it strongly as a ‘must-read’ for all who are seeking to broaden their understanding of algebra and how to effectively teach this important content area to children.”
—Daniel J. Brahier, director, Science and Math Education in ACTION, professor of mathematics education, School of Teaching and Learning, Bowling Green State University
This textbook provides a comprehensive introduction to forecasting methods and presents enough information about each method for readers to use them sensibly.
A powerful blend of practical, theoretical, and inspirational, The Activ(ist) Learner:Provides examples that combine inquiry and service learning to help students develop and apply literacy and disciplinary knowledge.Helps teachers move from informational teaching to sociocultural apprenticeship teaching.Describes a way of teaching that develops students’ intrapersonal and interpersonal skills.Includes templates for conducting inquiry units and charts with CCSS connections.
“Our students are indeed the future trustees of our societies, so why not engage them early on in positive activism? This book, a collaborative conversation that speaks to the challenge and the opportunity that our classrooms provide us, offers an engaging look at how a shift in thinking can positively impact our future.”
—Clifton L. Taulbert, lecturer and author of Eight Habits of the Heart
“In an era where everyone has an opinion about education, Wilhelm, Douglas, and Fry take us back to the root of the word educate: to nurture and to lead forth. The Activ(ist) Learner reminds us that service learning allows teachers and students to collaborate through inquiry to ask deep, substantive questions, and then take actionable steps to make a difference in their schools, communities, and the world. If you are truly interested in education—nurturing and leading—then The Activ(ist) Learner will help you begin a transformative journey.”
—Troy Hicks, Central Michigan University
Over 100 discussion questions and activities, and 200 questions, fill this comprehensive social science book. The book covers the following topics:
The Gold Rush, California Missions, Pioneers, Natural Disasters, African-American Poetry, The Pony Express, The Transcontinental Railroad, Famous Americans, Animal Migration, Native Americans, Pre-Columbian Settlements, European Exploration, and more!
Over 50 discussion questions and activities, and 50 quiz questions, fill this comprehensive social science book. The book covers the following topics:
Gathering and Using Evidence, Chronological Reasoning, Comparison and Contextualization, Economics and Economic Systems, Geographic Reasoning, and Civic Participation
If you are homeschooling (or if you are just trying to get extra practice for your child), then you already know that social science workbooks and curriculum can be expensive. Homeschool Brew is trying to change that! We have teamed with teachers and parents to create books for prices parents can afford. We believe education shouldn’t be expensive.
Physical education is a critical part of every early childhood curriculum. Children need to move to channel their energies in creative, beneficial ways and to learn habits for lifelong health and fitness. Preschoolers and Kindergartners Moving & Learning provides 80 developmentally appropriate activities that contribute to a well-rounded curriculum in any classroom or program.
The book contains
An updated introduction reflecting new research and trends in early childhood health and fitness and information on how movement benefits children’s learning and development
Twenty lesson plans, each with one body parts activity, one nonlocomotor activity, one locomotor skill experience, and one activity exploring an element of movement, for a total of 80 activities
Extension ideas and adaptations to use with children who have special needs
Curriculum connections for each activity and explanations about how activities are aligned with and meet early learning standards from NAEYC and AAHPERD
Original music to add joy and energy to the activities
Changes in the Second Edition: Three new chapters; technological tools and resources embedded throughout each chapter; increased attention to the role of theory as it relates to science teaching and learning; expanded use of science process skills; updated and expanded Companion Website (www.routledge.com/textbooks/9780415892582).
Changes in the Third EditionNew Glossary - brief summaries in the text direct readers to the Companion Website to read the entire entries New analysis of the current accountability movement in schools including the charter school movement. More international references clearly connected to international contexts More narratives invite readers to engage the complex theories in a personal conversation Companion Website–new for this edition
Lisa Murphy has been involved with early childhood education for over twenty years, teaching and working with children in various environments. She presents hundreds of workshops and keynotes at national and international audiences each year on various topics related to early childhood education.
As the founder and CEO of Ooey Gooey, Inc., Lisa's mission is to assist in the transformation of early childhood education by offering the best workshops and trainings, the most up-to-date materials and resources, and insightful conversations and connections through the power of social media. She is recognized for her ability to link hands-on activities to educational standards, her outspoken advocacy, and her commitment to creating child-centered and play-based early childhood environments.
What Your Third Grader Needs to Know
What should your child learn in the third grade? How can you help him or her at home? This book answers these important questions and more, offering the specific shared knowledge that thousands of parents and teachers across the nation have agreed upon for American third graders. Featuring sixteen pages of full-color illustrations, a bolder, easier-to-follow format, and a thoroughly updated curriculum, What Your Third Grader Needs to Know is designed for parents and teachers to enjoy with children. Hundreds of thousands of children have benefited from the Core Knowledge Series. This edition, featuring a new Introduction, gives today’s generation of third graders the advantage they need to make progress in school and to establish an approach to learning that will last a lifetime. In this book you’ll discover
• Favorite poems—old and new, from the traditional rhyme “For Want of Nail” to Lewis Carroll’s whimsical poem “The Crocodile”
• Literature—including Native American stories, African folktales, European fairy tales, classic myths from ancient Greece, stories from ancient Rome, and more
• Learning about language—the basics of written English, including sentence structure, parts of speech, and a first look at writing a report or letter
• World and American history and geography—journey down the great rivers of Europe, Africa, Asia, and Australia, visit ancient Rome, and experience the earliest days of America with the Pilgrims and Native Americans
• Visual arts—an introduction to masterworks by Rembrandt, Henri Matisse, Mary Cassatt, and others, with full-color reproductions and fun, do-it-yourself activities
• Music—the fundamentals of appreciating, reading, and making music, plus great composers, instruments, and sing-along lyrics for songs such as “Bicycle Built for Two” and “He’s Got the Whole World in His Hands”
• Math—stimulating lessons ranging from counting money to solving division problems, numbers through 100,000, graphs, and the metric system
• Science—fascinating discussions on the natural world, the cycles of life, the human body and its systems, and the environment, with accompanying activities and stories about famous scientists such as Copernicus and Alexander Graham Bell
From the Trade Paperback edition.
curriculum planning and development
collaborative involvement in curriculum
Now updated with new chapters on curriculum models, school-based curriculum development, learning studies, ICT developments in assessment, the new edition includes extra detail on standards and essential learning factors that have recently been introduced in a number of countries, including the UK, USA and Australia.
This up-to-date edition of a definitive text will be essential reading for anyone involved in curriculum planning or development. It will be especially useful to students training to be teachers, and practising teachers following professional development programmes.
Because the organization of historical, philosophical, theoretical, and etymological information is around key conceptual divergences in Western thought rather than any sort of chronology, this text is not a linear history, but several histories--or, more precisely, it is a genealogy. Specifically, it is developed around breaks in opinion that gave or are giving rise to diverse interpretations of knowledge, learning, and teaching--highlighting historical moments in which vibrant new figurative understandings of teaching emerged and moments at which they froze into literalness.
The book is composed of two sorts of chapters, "branching" and "teaching." Branching chapters include an opening treatment of the break in opinion, separate discussions of each branch, and a summary of the common assumptions and shared histories of the two branches. Teaching chapters offer brief etymological histories and some of the practical implications of the terms for teaching that were coined, co-opted, or redefined within the various traditions.
Inventions of Teaching: A Genealogy is an essential text for senior undergraduate and graduate courses in curriculum studies and foundations of teaching and is highly relevant as well for students, faculty, and researchers across the field of education.
A companion to the curriculum, this trainer’s guide serves as an indispensable handbook for trainers and administrators interested in introducing staff to the curriculum—from planning to implementation. Special sections outline the curriculum and introduce scientific reasoning to adults, and eight workshops detail the complete curriculum for staff members. The guide also includes strategies for supporting teachers over time through mentoring and guided discussions.
This book provides highly grounded research based ways for those wanting to change problem-based learning modules and programs from face to face to online approaches, as well as those who have developed e-learning components but who want to adopt problem-based methods.
Providing an overview of the current state of problem based learning online, it examines why we're moving from fact to face to online provision, considers existing forms of provision, outlines common mistakes and strategies to avoid future problems, and shows how to effectively facilitate learning.
Illustrated by mini case studies and examples of international projects, it provides guidance on effective design, online collaboration and group dynamics, and explores the common, and complex, decisions faced when choosing which form of problem-based learning to adopt.
Including practical information and resources for games and activities, scenarios of problem-based learning in the different disciplines, advice for supporting staff and students, and effectively evaluating the tools, skills and pedagogy needed for learning, this book is an essential guide for all practitioners involved in the design and delivery of problem based learning online.
Book Features:Offers research-supported, best practices for developing higher-order thinking skills with all learners. Provides engaging, how-to examples of cognitive strategies that lead students to deeper learning of standards-aligned curricula. Provides the tools teachers need to escape the recall curriculum and make cognition central to daily instruction for all students.
Praise for The Focus Factor!
“Jim Bellanca's career has been devoted to helping teachers promote cooperative and critical thinking skills in their students, skills that are more important today than ever and are focused here for deep learning and success with common core standards.”
—Charlotte Danielson, educational consultant and president and CEO, The Danielson Group
“Jim Bellanca has written a highly useful and readable volume for educators, parents, and all others who are interested in the best of modern education. The Focus Factor provides guidance for incorporating critical and creative skills in schools of all kinds, and includes the core ideas of some of the leading thinkers in cognition. Each chapter has helpful guide questions to ensure that the reader absorbs the most important concepts. Highly recommended.”
—David S. Martin, past president, North American Feuerstein Alliance
“Jim makes the Common Core Standards accessible for classroom teachers by illustrating their connections with current brain research and the central 21st-century skills he has advocated for years. Resonating most strongly with me is Jim’s affirmation that defining a problem is ‘the quintessential sub-skill in problem-solving’ because it develops ‘other cognitive functions problem solvers can rely on as they work to turn loose problems into tightly structured problems with a strong problem statement. This quintessence of problem-based learning is one pathway into what Pellegrino describes as ‘deeper learning.’”
—Deb Gerdes, program director for problem-based learning, Illinois Mathematics and Science Academy
Even the youngest children love animals; they want to pet puppies, visit lions at the zoo, and imitate animal sounds. Learn Every Day About Animals is an activity book inspired by children’s fascination with our furry friends.
With this resource, teachers can easily incorporate learning about animals into any curriculum: Games like “Whose Feet Are These?” teach recognition, while “Playdough Porcupine” allows children to explore different art mediums, and “Scratch Like a Monkey” gets children active and moving. Curiosity about our animal friends is natural for children ages 3 to 6, and with Learn Every Day About Animals, the learning has never been more fun!
Each activity features:
• Learning objectives
• Related children’s books
• Preparation (if necessary)
• What to do
• An assessment component
Each of the books in the Learn Every Day series offers teachers 100 classroom-tested activities that make learning fun and engaging for young children!
Jean Barbre, EdD, has thirty years of experience working with children and families as a preschool director, teacher, therapist, college instructor, national and international presenter, and guest presenter on public television.
The book is designed to offer helpful tips and practical advice to academic, public, and school librarians who want to better serve the multicultural groups in their communities. The contributors to the book are themselves practicing librarians and they share creative ideas for welcoming multicultural patrons into libraries and strategies for serving them more effectively. Librarians will find in these chapters tried and true tips and techniques for marketing and promotion, improving reference services for speakers of English as a second language, and enhancing programming that they can easily implement in their own libraries and communities.
The chapters are divided into the following categories for ease of access: 1) Getting Organized and Finding Partners, 2) Reaching Students, 3) Community Connections, 4) Applying Technology, 6) Outreach Initiatives, 6) Programming and Events, and 7) Reference Services.
Librarians of all types will be pleased to discover easy-to-implement suggestions for collaborative efforts, many rich and diverse programming ideas, strategies for improving reference services and library instruction to speakers of English as a second language, marketing and promotional tips designed to welcome multicultural patrons into the library, and much more.
Apps for Librarians: Using the Best Mobile Technology to Educate, Create, and Engage will save you from wading through and learning about the millions of apps available today and direct you to the very best apps in areas important to education, the workplace, and professional development. Organized by function—reading, writing, reference, multi-media, and productivity—apps are profiled with the following information: title, developer, price, platforms, general description, examples of use, and key features that make it worthwhile for learning and creative work.
Using the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education as a framework, this much-needed sourcebook covers all the major facets of the information literacy process. For students, it is a ready-to-use guide that explains what information literacy is, why it is so important, and how to put it to use in both print and online research. For teachers, it is a helpful classroom resource that can serve as the basis for an information literacy course, a supplemental text, or a handy reference for research in any subject.
This timely and practical book shows how to implement academically-rich classroom projects that teach the all-important skill of inquiry. Teachers will find:A research-driven case for project-based learning, supported by current findings on brain development and connections with Common Core standards Numerous sample projects for every K-12 grade level Strategies for integrating project-based learning within all main subject areas, across disciplines, and with current technology and social media Ideas for involving the community through student field research, special guests, and showcasing student work
Archive Stories brings together ethnographies of the archival world, most of which are written by historians. Some contributors recount their own experiences. One offers a moving reflection on how the relative wealth and prestige of Western researchers can gain them entry to collections such as Uzbekistan’s newly formed Central State Archive, which severely limits the access of Uzbek researchers. Others explore the genealogies of specific archives, from one of the most influential archival institutions in the modern West, the Archives nationales in Paris, to the significant archives of the Bakunin family in Russia, which were saved largely through the efforts of one family member. Still others explore the impact of current events on the analysis of particular archives. A contributor tells of researching the 1976 Soweto riots in the politically charged atmosphere of the early 1990s, just as apartheid in South Africa was coming to an end. A number of the essays question what counts as an archive—and what counts as history—as they consider oral histories, cyberspace, fiction, and plans for streets and buildings that were never built, for histories that never materialized.
Contributors. Tony Ballantyne, Marilyn Booth, Antoinette Burton, Ann Curthoys, Peter Fritzsche, Durba Ghosh, Laura Mayhall, Jennifer S. Milligan, Kathryn J. Oberdeck, Adele Perry, Helena Pohlandt-McCormick, John Randolph, Craig Robertson, Horacio N. Roque Ramírez, Jeff Sahadeo, Reneé Sentilles