Terrie Epstein
Biographic Data
| ID | 214905 |
|---|---|
| NAME | Terrie Epstein |
| GIVEN NAMES | Terrie |
| FAMILY NAME | Epstein |
| SIGNATURE | EPSTEIN T |
| AFFILIATIONS | City University of New York |
| VERIFIED | No |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 127 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
Representations of violent pasts in memorial museums. Ethical reflection and history education ( Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la histo…
This paper explores the ways in which memorial museums open opportunities for a critical understanding of violent pasts. We build off the concept of ‘popular uses of the past’ to discuss the importance of including ethical reflection in history education. Next, we present an original rendering of the ways in which violence is often normalized in school history textbooks and derive analytical categories that are used to examine if and how historic…
Constructing and Questioning Connections Between History Education and Heritage Education
Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach
The four chapters in section 3 focus on the complications teachers encounter when dealing with “difficult histories.” Each chapter represents a telling of a divided or haunted history within a transnational or subnational context: Israel, Northern Ireland, the U.S. and Cyprus. Tsafrir Goldberg (chapter 9), Alan McCully (chapter 10), and Alan Stoskopf and Angela Bermudez (chapter 11) combine theoretical reflections with amazing empirical research.…
Education, Globalization and the Nation
Key Contexts and Challenges
A quarter century ago, Benedict Anderson (1991) published what came to be a seminal book on understanding nationalism and nation states, Imagined Communities: Reflections on the Origins and Spread of Nationalism . Anderson argued that nations were not primarily bounded territories but ‘imagined communities’, created in the mind and heart through the mediation of a number of institutions and processes including schools, public monuments and histor…
The relationship between narrative construction and identity in History Education: Implications for Teaching and Learning
The purpose of the research is less about producing little historians and more about taking into account students' cultures or identities in the teaching and learning of historical narratives. In my work, I have examined the national historical narratives that children and adolescents in the United States have constructed in order to assess the effects of young people's racial/ethnic identities on their understandings of the past. I have found th…
Teaching racial literacy in secondary humanities classrooms: Challenging adolescents’ of color concepts of race and racism
This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ i…
Teaching U.S. History: Dialogues Among Social Studies Teachers and Historians
Teaching U.S. History offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy. Seven chapters are organized around key US History eras and events from the time of slavery through the Civil Rights Move…
Interpreting National History
How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring…
Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities
How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring…
The Past, Present, and Future of Research on History Education
Racial Identity and Young People's Perspectives on Social Education
Adolescents' Perspectives on Racial Diversity in U. S. History: Case Studies from an Urban Classroom
Adolescents' Perspectives on Racial Diversity in U.S. History: Case Studies From an Urban Classroom
Scholars interested in reforming the K-12 history curriculum have presented competing perspectives on incorporating the historical experiences of racial groups into traditional narratives of U.S. history. None of the perspectives, however, have been informed by research on young people's interpretations of race relations in national history. Framed by three academic perspectives on teaching U.S. history in public schools, I analyzed the historica…
Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History
Recent proposals for reforming the K–12 history curriculum have recommended revising the traditional narrative on U.S. history by including the historical experiences of diverse racial groups. The proposals, however, have not considered the historical perspectives that young people bring to historical inquiry. After reviewing contemporary frameworks for teaching U.S. history in public schools, I present data from one teacher’s history classes tha…
Research, Instruction, and Public Policy in the History Curriculum: A Symposium
Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, whic…
Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks
(1994). Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks. The Social Studies: Vol. 85, No. 3, pp. 121-126
The Pride and Pain of Chinese Immigration: Folk Rhymes from San Francisco's Chinatown
Journal Article The Pride and Pain of Chinese Immigration: Folk Rhymes from San Francisco's Chinatown Get access Terrie Epstein Terrie Epstein Terrie L. Epstein is assistant professor in the School of Education at Boston College and is a charter member of the Magazine Advisory Board. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 5, Issue 2, Fall 1990, Pages 51–54, https://doi.org/10.1093/…
Thoughts on the Future of British Social Anthropology
This short piece offers reflections on the future of British social anthropology, expressing concern about the increasing specialization and fragmentation of the field. Epstein suggests that while specialized research is valuable, anthropologists should strive to maintain a broader perspective and engage with fundamental questions about human social life. He emphasizes the importance of comparative studies and historical analysis in understanding…
Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History
Recent proposals for reforming the K–12 history curriculum have recommended revising the traditional narrative on U.S. history by including the historical experiences of diverse racial groups. The proposals, however, have not considered the historical perspectives that young people bring to historical inquiry. After reviewing contemporary frameworks for teaching U.S. history in public schools, I present data from one teacher’s history classes tha…
Racial Identity and Young People's Perspectives on Social Education
Teaching racial literacy in secondary humanities classrooms: Challenging adolescents’ of color concepts of race and racism
This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ i…
Adolescents' Perspectives on Racial Diversity in U.S. History: Case Studies From an Urban Classroom
Scholars interested in reforming the K-12 history curriculum have presented competing perspectives on incorporating the historical experiences of racial groups into traditional narratives of U.S. history. None of the perspectives, however, have been informed by research on young people's interpretations of race relations in national history. Framed by three academic perspectives on teaching U.S. history in public schools, I analyzed the historica…
Research, Instruction, and Public Policy in the History Curriculum: A Symposium
Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, whic…
Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks
(1994). Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks. The Social Studies: Vol. 85, No. 3, pp. 121-126
Adolescents' Perspectives on Racial Diversity in U. S. History: Case Studies from an Urban Classroom
The relationship between narrative construction and identity in History Education: Implications for Teaching and Learning
The purpose of the research is less about producing little historians and more about taking into account students' cultures or identities in the teaching and learning of historical narratives. In my work, I have examined the national historical narratives that children and adolescents in the United States have constructed in order to assess the effects of young people's racial/ethnic identities on their understandings of the past. I have found th…
Thoughts on the Future of British Social Anthropology
This short piece offers reflections on the future of British social anthropology, expressing concern about the increasing specialization and fragmentation of the field. Epstein suggests that while specialized research is valuable, anthropologists should strive to maintain a broader perspective and engage with fundamental questions about human social life. He emphasizes the importance of comparative studies and historical analysis in understanding…
The Pride and Pain of Chinese Immigration: Folk Rhymes from San Francisco's Chinatown
Journal Article The Pride and Pain of Chinese Immigration: Folk Rhymes from San Francisco's Chinatown Get access Terrie Epstein Terrie Epstein Terrie L. Epstein is assistant professor in the School of Education at Boston College and is a charter member of the Magazine Advisory Board. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 5, Issue 2, Fall 1990, Pages 51–54, https://doi.org/10.1093/…
Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks
(1994). Tales from Two Textbooks: A Comparison of the Civil Rights Movement in Two Secondary History Textbooks. The Social Studies: Vol. 85, No. 3, pp. 121-126
Research, Instruction, and Public Policy in the History Curriculum: A Symposium
Editor's Note: As educators and policy—makers have attempted to reform or revitalize the school curriculum in the past decade, the history curriculum has been the subject of numerous research efforts and policy initiatives. But, as several of these authors note, policy recommendations are rarely informed by careful attention to either research on historical thinking and learning or to the concerns of classroom teachers. The following essays, whic…
Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History
Recent proposals for reforming the K–12 history curriculum have recommended revising the traditional narrative on U.S. history by including the historical experiences of diverse racial groups. The proposals, however, have not considered the historical perspectives that young people bring to historical inquiry. After reviewing contemporary frameworks for teaching U.S. history in public schools, I present data from one teacher’s history classes tha…
Adolescents' Perspectives on Racial Diversity in U. S. History: Case Studies from an Urban Classroom
Adolescents' Perspectives on Racial Diversity in U.S. History: Case Studies From an Urban Classroom
Scholars interested in reforming the K-12 history curriculum have presented competing perspectives on incorporating the historical experiences of racial groups into traditional narratives of U.S. history. None of the perspectives, however, have been informed by research on young people's interpretations of race relations in national history. Framed by three academic perspectives on teaching U.S. history in public schools, I analyzed the historica…
Racial Identity and Young People's Perspectives on Social Education
The Past, Present, and Future of Research on History Education
Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities
How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring…
Teaching U.S. History: Dialogues Among Social Studies Teachers and Historians
Teaching U.S. History offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy. Seven chapters are organized around key US History eras and events from the time of slavery through the Civil Rights Move…
Interpreting National History
How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, Interpreting National History examines the startling differences in black and white students' interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring…
Teaching racial literacy in secondary humanities classrooms: Challenging adolescents’ of color concepts of race and racism
This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ i…
Education, Globalization and the Nation
Key Contexts and Challenges
A quarter century ago, Benedict Anderson (1991) published what came to be a seminal book on understanding nationalism and nation states, Imagined Communities: Reflections on the Origins and Spread of Nationalism . Anderson argued that nations were not primarily bounded territories but ‘imagined communities’, created in the mind and heart through the mediation of a number of institutions and processes including schools, public monuments and histor…
The relationship between narrative construction and identity in History Education: Implications for Teaching and Learning
The purpose of the research is less about producing little historians and more about taking into account students' cultures or identities in the teaching and learning of historical narratives. In my work, I have examined the national historical narratives that children and adolescents in the United States have constructed in order to assess the effects of young people's racial/ethnic identities on their understandings of the past. I have found th…
Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach
The four chapters in section 3 focus on the complications teachers encounter when dealing with “difficult histories.” Each chapter represents a telling of a divided or haunted history within a transnational or subnational context: Israel, Northern Ireland, the U.S. and Cyprus. Tsafrir Goldberg (chapter 9), Alan McCully (chapter 10), and Alan Stoskopf and Angela Bermudez (chapter 11) combine theoretical reflections with amazing empirical research.…
Constructing and Questioning Connections Between History Education and Heritage Education
Representations of violent pasts in memorial museums. Ethical reflection and history education ( Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la histo…
This paper explores the ways in which memorial museums open opportunities for a critical understanding of violent pasts. We build off the concept of ‘popular uses of the past’ to discuss the importance of including ethical reflection in history education. Next, we present an original rendering of the ways in which violence is often normalized in school history textbooks and derive analytical categories that are used to examine if and how historic…
Educator Training and Historical Pedagogy (15 works) · Sociology (15 works) · Political science (10 works) · Global Education and Multiculturalism (9 works) · Pedagogy (9 works) · Gender Studies (7 works) · Psychology (7 works) · Anthropology (6 works) · Gender Studies (6 works) · Aesthetics (5 works)