What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.

part |2 pages

Section I An Afrocentric Culturally Informed Praxis of Historical Recovery

chapter 1|25 pages


chapter 2|24 pages

Silenced History

chapter 3|28 pages

“Re-Membering” the Way to Content

chapter 4|25 pages

Standards “Re-Membered”

part |2 pages

Section II Studying the Use of “Re-Membered” Texts

chapter 5|14 pages

Austin Steward: “Home-Style” Teaching, Planning, and Assessment

ByLinda Campbell

chapter 7|17 pages

Culturally Informed Lesson Planning

ByEricka López

chapter 8|34 pages

Recovering History and the “Parent Piece” for Cultural Well-Being and Belonging

ByJoyce E. King, Adrienne C. Goss, Sherell A. McArthur