Preface ix
1. A Sociocultural Perspective on History Education 1
Using Theory and Research to Make Sense of History Education 3
The Four Stances: Purpose and Practice in Learning History 7
Tools for Making Sense of the Past 10
Children and Adults as Active Agents of Historical Learning 12
Contexts of Historical Learning 17
Conclusions 19
2. Participatory Democracy and Democratic Humanism 25
The Need for a Rationale for History Education 26
Public Education and Democratic Citizenship 28
Education for Democratic Participation 35
Conclusions 40
3. The Identification Stance 45
Identification With Personal and Family History 46
National Identification 48
Identification of the Present With the National Past 54
Identification, Participation, and Pluralism 57
Conclusions 64
4. The Analytic Stance 69
The History of the Present 70
Learning Lessons From the Past 75
Learning How Historical Accounts Are Created 82
Conclusions 85
5. The Moral Response Stance 91
Remembrance and Forgetting 92
Fairness and Justice 97
Heroes and Heroism 102
Conclusions 106
6. The Exhibition Stance 110
Exhibition as Personal Fulfillment 111
Exhibition as Accountability 113
Exhibition as Service to Others 118
Conclusions 124
7. Narrative Structure and History Education 129
The Meaning of Narrative 129
Students and Historical Narratives 132
Affordances and Constraints of Narrative 136
Narrative Structure as a Cultural Tool 139
Conclusions 146
8. Narratives of Individual Achievement and Motivation 150
The Role of Individual Narratives in History Education 151
The Appeal and Limitations of Individual Narratives 154
Individual Narratives as a Cultural Tool 159
Conclusions 162
9. The Story of National Freedom and Progress 166
Appropriation of the U.S. National Narrative 167
Diversity in Use of the National Narrative 171
Affordances and Constraints of the Narrative of Freedom and Progress 177
Conclusions 182
10. Inquiry 185
Inquiry as Reflective Thought 186
Affordances of Inquiry as a Tool 188
Students Engaging in Inquiry: Problems and Possibilities 191
The Tool of Inquiry and Its Component Parts 197
Conclusions 201
11. Historical Empathy as Perspective Recognition 206
The Components of Historical Empathy 208
A Sense of "Otherness" 210
Shared Normalcy 211
Historical Contextualization 213
Multiplicity of Historical Perspectives 215
Contextualization of the Present 218
The Constraint of Empathy as Perspective Recognition 221
Conclusions 223
12. Empathy as Caring 228
Varieties of Care in History Education 229
Caring About 229
Caring That 232
Caring For 234
Caring To 237
The Place of Care in the Tool Kit of History Education 240
Conclusions 241
13. Teacher Education and the Purposes of History 244
Teacher Knowledge and Education Reform 245
The Pedagogical Content Knowledge of History Teachers 246
Pedagogical Content Knowledge and Classroom Practice 248
The Practice of History Teaching 252
The Role of Purpose in History Teaching 254
Changing the Practice of History Teaching 258
Author Index 267
Subject Index 275