"Stereotypes are one way by which history affects present life," social psychologist Claude Steele says in this video about the history of stereotypes and how negative stereotypes impact us today.
Although Northern Ireland is a much more peaceful place to live; the sinister fragments of the Troubles have left a terrible legacy. I despair at the countless number of students leaving school with pitiful knowledge and slanted interpretations of their country’s turbulent past. This problem is exacerbated when you consider that a new generation of children are growing up having their identity narrowly defined by the political and sectarian conditions that festered here during the Troubles.
Theatre and social studies are a natural marriage. At least, I’ve grown to feel that way by getting the opportunity to work with Christi Sargent, the theatre lead teacher at Cooperative Arts and Humanities High School (Co-op) located in New Haven, CT. Through the collaboration we have done, we are working to build a blended model (not technological driven blended learning) of learning. Mostly, we are hoping that students can use principles of sociology and principles of theatre to understand that their voice matters.
Facing History in New York, in partnership with WNYC Radio’s Radio Rookies program, helps public high school students develop digital storytelling skills through the Neighborhood to Neighborhood project. Each year, students in the program tackle complex questions about identity, race, education, and crime and violence in their communities. Using interviewing skills and multimedia tools, the students produce original visual and audio pieces.
At Facing History, we spend a lot of time thinking about the questions, actions, and choices people worldwide made in the aftermath of violent events throughout history – events ranging from the Armenian Genocide to the Holocaust to the American civil rights movement. This exploration of historical events allows us to both investigate the complexity of the events as well as reflect upon connections to ourselves and today with a grounding of historical understanding.
This week we are featuring a blog post from our "sister" blog, the Learn + Teach + Share. This was originally posted there on May 29, 2013.
This post, by educator Michael Grover, appeared originally on our sister blog, Facing Canada.
I believe “truth” is a very noble goal.
Speaking to realities, acknowledging someone’s experience, debunking myths – I believe that being truthful, and seeking the truth, are defining parts of my identity.
This week a colleague of mine, Mary Hendra, shared with me an interesting article from FacultyFocus.com. In it, author Joan Flaherty discusses the gap she perceives between herself, a non-digital “native,” and her students, members of the so-called “millennial generation,” a group that has grown up with digital technology.
The Pew Research Center's Internet and American Life Project continually delivers fascinating, high-quality research products. Their most recent study of teachers and technology surveyed several thousands teachers involved in Advanced Placement classes and the National Writing Project; they call them "leading edge" teachers. For me, the most interesting part of the report digs deeply into issues of technology and equity. One set of highlights includes these findings: