Oral History, American Teachers and a Social History of Schooling: an emerging agenda

Altenbaugh, Richard J.

doi:10.1080/0305764970270302

Cited by 10 publications

(3 citation statements)

References 8 publications

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“…Oral histories provide a valuable source of knowledge about past events while offering new, interpretive perspectives on the present (Delgado Bernal, 1998; Dougherty, 1999; Rogers & Blumenreich, 2013). This makes oral history a well-matched methodology for exploring the lived experience of reform, policymaking, and activism in an urban district, one that offers a unique approach to exploring how structural and relational conditions in Oakland can affect individual understandings and behaviors (Altenbaugh, 1997; Maynes, Pierce, & Laslett, 2008). In this way, oral history provides an alternative form of policy and reform analysis that helps magnify the micro-level processes that both shape and are shaped by a district’s change efforts.…”

Section: Methods and Data Sourcesmentioning

confidence: 99%

Community Schools as Urban District Reform

et al. 2014

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The purpose of this article is to investigate the multiple political histories that have coalesced to produce support for or resistance to the Oakland Unified School District’s full-service community schools policy. It analyzes oral history interview data from eight stakeholders who represent the district’s major constituencies to explore the reasons why each individual, positioned differently within the larger district system, may or may not support a seemingly democratic, community-based reform. Through their voices, the article explains how different constituencies can interpret an urban district’s policies and form community-based coalitions that either further or obstruct a democratic, equity-minded reform.

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Section: Methods and Data Sourcesmentioning

confidence: 99%

Community Schools as Urban District Reform

et al. 2014

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“…27 Penelope Stephenson's research on schooling in BC's Okanagan region illustrated that, even during the 1920s, teachers' rural experiences were more diverse than prior research would suggest. 28 For some of the participants in Stephenson's study, teaching provided a sense of autonomy and job satisfaction. 29 In the words of Dianne Hallman, who studied her mother's experiences teaching in rural Nova Scotia from 1936 to 1941, country schools had their "own subtle gradations of satisfaction and of frustration."…”

Section: Background: Rural Schoolingmentioning

confidence: 99%

Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945

Raptis

2019

HSE-RHE

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Prior to the consolidation of British Columbia’s rural districts into larger administrative units in 1946, teachers in country schools faced numerous challenges, including inadequate living quarters and school resources, loneliness, danger within the community, and isolation from other professionals. How did teachers manage these conditions on the eve of consolidation? What prompted some to remain teaching in remote schools whereas others fled the communities—and in some cases, the profession? To address these questions, I examined interviews with twenty-four teachers who taught in BC from 1936 to 1945. I concluded that there were multiple factors influencing teachers’ decisions to stay or go, including their willingness and ability to manage multi-level classes, to fundraise for resources, and to actively engage with community members and activities. Indeed, teachers who survived their experiences in rural schools embraced their roles as agents of the state bringing the perceived advantages of education to remote regions of the province. Résumé Avant le regroupement des districts ruraux de la Colombie-Britannique en de plus grandes unités administratives en 1946, les enseignantes dans les écoles de campagne étaient confrontées à de nombreux défis tels que des logements et des ressources scolaires inadéquats, la solitude, le danger au sein de la communauté et l’isolement par rapport aux autres professionnels. Comment les enseignantes ont-elles géré ces conditions à la veille du regroupement? Qu’est-ce qui a encouragé certaines enseignantes à rester dans des écoles éloignées alors que d’autres ont fui ces communautés, et même dans certains cas la profession? Pour répondre à ces questions, j’ai étudié des entretiens avec vingt-quatre enseignantes qui ont œuvré en Colombie-Britannique de 1936 à 1945. Je conclus que de nombreux facteurs ont influencé la décision des enseignantes de rester ou de partir, notamment leur volonté et leur capacité à gérer des classes à plusieurs niveaux, à collecter des fonds et à s’engager activement envers les membres et les activités de la communauté. En effet, les enseignantes qui ont survécu à leurs expériences dans les écoles rurales ont assumé leur rôle d’agents de l’État, apportant ainsi les avantages perçus de l’éducation aux régions éloignées de la province.

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“…Using oral history as a teaching method is a prevalent and effective approach to teaching in countries such as United States and Canada (Altenbaugh, 1997;Bennett & Forney, 1997;K'Meyer, 1998;Lanman, 1996;Penyak & Duray, 1999;Siler, 1996;Teets & Starnes, 1996;Weinberg, 1996;Wieder, 1988). It is used in the elementary and secondary school classroom as a way for students to capture the unrecorded history and lives of people, while at the same time it becomes a valuable part of preserving history and culture.…”

Section: Introductionmentioning

confidence: 99%

Computer-mediated history learning: spanning three centuries project

Yang¹

2003

Computers in Human Behavior

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This article demonstrates how learners used a project-based approach to engage in authentic historical inquiry. The Spanning Three Centuries Project (STC) was predicated upon the premise that education should encourage students' disposition toward thoughtfulness and reflection. The project encouraged learners' writing with technology as a way of learning one's own culture, through investigation of societal issues, in history, politics, and sociology, with the aim of inspiring creative historical inquiry, and self-reflection. A number of themes were drawn from this data. The STC project promotes disciplined inquiry and enhances learners' historical thinking. It nurtures learners' sense of authorship and enhances their information literacy. The study showed that learners found the experience generally positive. Students, in general, have taken to the project enthusiastically and report that they benefited from this contact and exposure with centenarians. Connecting history to personal experience made them feel the past was real. They particularly enjoyed the use of multimedia technology in supporting projects in the study of history. From this study, it could be concluded that the project-based STC project has the potential to empower students to use multimedia technology in support of social studies projects. The STC project provided an opportunity to develop learners' historical knowledge and thinking skills, as well as their interest in studying history. #

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Oral History, American Teachers and a Social History of Schooling: an emerging agenda

Cited by 10 publications

References 8 publications

Community Schools as Urban District Reform

Community Schools as Urban District Reform

Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945

Computer-mediated history learning: spanning three centuries project

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