The Historical Reconstruction of Knowledge About Race: Implications for Transformative Teaching
作者： James A. Banks
DOI: 10.3102/0013189X024002015
关键词: Mainstream 、 Epistemology 、 Social influence 、 Context effect 、 Knowledge level 、 Sociology 、 Teaching method 、 Transformative learning 、 Construct (philosophy) 、 Social science 、 Subjectivity
摘要: I contend that knowledge reflects both the reality observed as well subjectivity of knower. The attempt to clearly distinguish objective and subjective elements knowledge, a key feature mainstream Anglo-American epistemology, is inconsistent with ways human beings know. use historical case study construction reconstruction race between late 19th century 1940s document in which social, cultural, political, contexts knowers are embedded influence they construct reconstruct. final part this article discusses implications for transformative classroom teaching.
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