“Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History
This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practic...
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| Published in | Urban education (Beverly Hills, Calif.) Vol. 57; no. 6; pp. 1079 - 1106 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.07.2022
SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0042-0859 1552-8340 |
| DOI | 10.1177/0042085918804011 |
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| Abstract | This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical content and historical thinking about that content by capitalizing on their funds of knowledge, making use of accessible cultural referents, and sharing personal narratives. |
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| AbstractList | This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and corroborating. The teacher supported students’ cultural and academic competence for learning both historical content and historical thinking about that content by capitalizing on their funds of knowledge, making use of accessible cultural referents, and sharing personal narratives. |
| Audience | Junior High Schools Middle Schools Grade 7 Elementary Education Secondary Education Grade 8 |
| Author | Kucan, Linda Cho, Byeong-Young |
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| SubjectTerms | Black people Case studies Content Area Reading Content Area Writing Culturally Relevant Education Grade 7 Grade 8 History education History Instruction Instructional Development Learning Literacy Literacy Education Middle School Students Middle School Teachers Middle Schools Multicultural education Narratives Pedagogy Student teacher relationship Teaching Thinking Skills Units of Study Urban Education Urban schools |
| Title | “Were There Any Black People in Johnstown?” An Investigation of Culturally Relevant Pedagogy in Service of Supporting Disciplinary Literacy Learning in History |
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