Abstract
Like many, my research has grown out of a combination of my upbringing and interests. I grew up in a White working-class community outside of Boston, with a belief in education as the road into the middle class or beyond, as well as a belief in meritocracy, that those with intelligence who worked hard enough would have their dreams fulfilled.
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Favorite Works
Mine
Epstein, T. (2009). Interpreting national history: Race, identity and pedagogy in classrooms and communities. New York: Routledge Publishers.
Epstein, T. (2000). Adolescents’ perspectives on racial diversity in United States history: Case studies from an urban classroom. American Educational Research Journal, 37, 185-214.
Epstein, T. (1994). Sometimes a shining moment: High school students’ representations of history through the arts. Social Education, 5(3), 136-141.
Epstein, T. (1993). Multiculturalism and the politics of history: A response to Thomas Sobol. Teachers College Press, 95(2), 273-282.
Others
Brown, A. L., & Brown, K. D. (2010). Strange fruit indeed: Contemporary textbook representations of racial violence toward African Americans. Teachers College Record, 112(1), 31-67.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Eisner, E. W. (1996). Cognition and curriculum reconsidered. Thousand Oakes, CA: Sage Publications.
Levstik, L. S., & Groth, J. (2006). “Ruled by our own people”: Ghanaian adolescents’ conceptions of citizenship. Teachers College Record, 107, 563-586.
Rubin, B. (2007). ‘There’s still no justice’: Youth civic identity and development amid distinct school and community contexts. Teachers College Record, 2), 449-481.
Seixas, P. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23(3), 301-327.
Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, England: Cambridge University Press.
References
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Brown, A. L., & Brown, K. D. (2010). Strange fruit indeed: Contemporary textbook representations of racial violence toward African Americans. Teachers College Record, 112 (1), 31-67.
Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.
Edmonds, R. (1979). A discussion of the literature and issues related to effective schooling. ERIC: ED 170394.
Eisner, E. W. (1996). Cognition and curriculum reconsidered. Thousand Oakes, CA: Sage Publications.
Eisner, E. W. (1997). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York, NY: Pearson.
Epstein, T. (1998). Deconstructing differences in African American and European American adolescents’ perspectives on U.S. history. Curriculum Inquiry, 28 (4), 397-423 .
Epstein, T. (2000). Adolescents’ perspectives on racial diversity in United States history: Case studies from an urban classroom. American Educational Research Journal, 37, 185-214.
Epstein, T. (2009). Interpreting national history: Race, identity and pedagogy in classrooms and communities. New York, NY: Routledge Publishers.
Epstein, T., & Schiller, J. (2005). Perspectives matter: How knowledge and beliefs inform the teaching and learning of national history. Social Education, 69 (4), 201-204.
Epstein, T., Mayorga, E., & Nelson, J. (2011). Teaching about race in an urban humanities classroom: The effects of culturally relevant teaching. Journal of Social Studies Research, 35 (1), 1-28.
King, L. J., & Brown, A. L. (2012). Black history, inc! Investigating the production of black history through Walmart’s corporate web site. Multicultural Perspectives, 14 (1), 4-10.
Levstik, L. S., & Groth, J. (2006). “Ruled by our own people”: Ghanaian adolescents’ conceptions of citizenship. Teachers College Record, 107, 563-586.
Rubin, B. (2007). ‘There’s still no justice’: Youth civic identity and development amid distinct school and community contexts. Teachers College Record, 2, 449-81.
Salinas, C., & Castro, A. J. (2010). Disrupting the official curriculum: Cultural biography and the curriculum decision making of Latino preservice teachers. Theory and Research in Social Education, 38 (3), 428-463.
Seixas, P. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23 (3), 301-327.
VanSledright, B. (2009). Narratives of nation state, historical knowledge, and school history education. Review of Research in Education, 32, 109-146.
Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, England: Cambridge University Press.
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Epstein, T. (2014). Continuity, Challenge, and Change over the Course of a Professional Career. In: Woyshner, C. (eds) Leaders in Social Education. Leaders in Educational Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-665-3_5
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DOI: https://doi.org/10.1007/978-94-6209-665-3_5
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