Classroom in conflict
teaching controversial subjects in a diverse society
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Author
Publication
1994 - State University of New York Press, Albany, New York (State)
Language
English
Word Count
51,000 words, Guess
Page Count
204 pages
Identifiers
- ISBN-100791421198
- ISBN-100791421201
- ISBN-139780791421192
- ISBN-139780791421208
- Goodreads3849381', '2263985
and 6 more
- LibraryThing1581200
- Library of Congress Control Number93042768
- OCLC Control Number29478442
- Better World Books9780791421208
- Better World Books9780791421192
- Open LibraryOL1431313M
Classifications
- DDC378.1/25
- LCCLB2331 .W47 1994
- LCCLB2331.W47 1994
Description
"This book transcends recent debates about political correctness to address the underlying problems of teaching controversial subjects in the college and university history classroom. The author criticizes both sides of the debate, rejecting, on the one hand, calls for a uniform, chronological history curriculum and, on the other hand, claims that only ethnic or racial "insiders" are qualified to teach about their communities." "In chapters on colonial, comparative, and African history, Williams applies the concept of "Gandhian truth" to historical subjects, moving through tentative and flexible perspectives to achieve a complex picture of historical episodes. And in chapters on imperialism, nationalism, racism, and the problem of "the other," he discusses the difficult and contingent nature of conceptual language. In the second half of the book, he addresses framing rules of discussion by which sensitive issues can be discussed with diverse audiences, the relationship of American pluralism to a world perspective, and what can be accomplished through an education in pluralism."--Jacket.
Subjects
Topics
Places
Genres
- Case studies
Series Statement
- SUNY series, the philosophy of education
- SUNY series in philosophy of education.
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