Critical Social Inquiry 0264 - Critical Family Hist. Pedagogy

Students and their parents see the value of their life histories in the classroom and they become more engaged with projects that draw from cultural-familial knowledge. How are teachers drawing from these sources of knowledge? What are the struggles of integrating children's community/family histories into schools? Does the integration of pedagogies of the home/family histories necessarily disrupt educators' deficit thinking? What does the process of integrating one's silenced history into school mean for under-represented/marginalized/silenced children and their families? How do educators work in solidarity with families for the education of children? We will draw from social and cultural foundations of education literature that highlights epistemologies and pedagogies exploring the intersection of cultural-familial knowledge and educational environments. While delving into the literature that addresses critical family history and oral history as pedagogical tools, we will engage in telling, writing, and researching our own family histories, genealogies, or oral histories.

Power, Community and Social Justice Independent Work Multiple Cultural Perspectives Writing and Research Prerequisite: Students should be in Division II and taken one education or ethnic studies course. Students are expected to spend at least six to eight hours a week of preparation and work outside of class time.