AltaMira Press
Pages: 508
•
Trim: 6½ x 9¼
978-0-7591-0852-3 • Hardback • May 2006 • $163.00 • (£127.00)
978-0-7591-0853-0 • Paperback • May 2006 • $69.00 • (£53.00)
978-0-7591-1430-2 • eBook • May 2006 • $65.50 • (£50.00)
Barry A. Lanman is the Director of the Martha Ross Center for Oral History and a professor at the University of Maryland Baltimore County. Concurrently, he serves as an oral history consultant/interviewer and specializes in the field of oral history as an educational methodology. Laura Wendling has also served on the Executive Board of the California Council for the Social Studies and on the Archives Committee for the National Council for the Social Studies. And she was honored with California State University San Marcos' Distinguished Professor award in 2000.
Part 1 Foreword
Part 2 Introduction
Part 3 Part I: Foundations of Oral History Education
Chapter 4 Introduction: Foundation of Oral History Education
Chapter 5 Chapter 1: Foxfire and the Foxfire Approach: Excerpts from the Publications of the Foxfire Fund, Inc.
Chapter 6 Chapter 2: Stud's Place in Oral History Education
Chapter 7 Chapter 3: Voices of Experience: Oral History in the Classroom
Chapter 8 Chapter 4: The Oral History Experience: A Model for the Use of Oral History in Education
Chapter 9 Chapter 5: Remembering Virginia Sloan: Teacher-Student Collaborations in Oral History Projects
Chapter 10 Chapter 6: Oral History: From Sound to Print and Back Again
Chapter 11 Chapter 7: Meeting Standards
Chapter 12 Chapter 8: Fits and Starts: Oral History Education at the Idaho Oral History Center
Chapter 13 Chapter 9: Public Oral History: Reflections on Educating Citizen-Historians
Chapter 14 Chapter 10: Excerpts from Oral History and the Law: Teaching Considerations and Institutional Review Boards & the Law
Part 15 Part II: Oral History in Elementary Schools
Chapter 16 Introduction: Oral History in Elementary Schools
Chapter 17 Chapter 11: Oral History Projects in the Elementary Social Studies Classroom
Chapter 18 Chapter 12: Creating Contexts for Studying History with Students Learning English
Chapter 19 Chapter 13: From the Ashes: Making Meaning, Meeting Standards
Chapter 20 Chapter 14: Family Stories and Memorabilia: Oral History Projects in Elementary Schools
Chapter 21 Chapter 15: Connecting the Past to the Present for Students with Special Needs
Chapter 22 Chapter 16: The Young, the Old, and Something New : Sixth Graders Learn from Alzheimer Elderly
Chapter 23 Chapter 17: Oral History in Elementary Schools: Program and Project Vignettes
Part 24 Part III: Oral History in Secondary Schools
Chapter 25 Introduction: Oral History in Secondary Schools
Chapter 26 Chapter 18: Putting the Actors Back on Stage: Oral History in the Secondary School Classroom
Chapter 27 Chapter 19: Teaching Students How to Be Historians: An Oral History Project for the Secondary Classroom
Chapter 28 Chapter 20: "Long, Long Ago": Recipe for a Middle School Oral History Program
Chapter 29 Chapter 21: The Grade Eight Gifted and Talented Oral History Program: Baltimore County Public Schools
Chapter 30 Chapter 22: Turbulent Times: Grade Eleven Unit Overview
Chapter 31 Chapter 23: The Family in the Fifties: Hope, Fear, and Rock 'n' Roll
Chapter 32 Chapter 24: Oral History in Secondary Schools: Program and Project Vignettes
Part 33 Part IV: Oral History in Colleges and Universities
Chapter 34 Introduction: Oral History in Colleges and Universities
Chapter 35 Chapter 25: Oral History: Authentic Task Learning for the College Classroom
Chapter 36 Chapter 26: Oral History in the Undergraduate Classroom: Getting Students into History
Chapter 37 Chapter 27: Values and Methods in the Classroom Transformation of Oral History
Chapter 38 Chapter 28: Bringing the Life Stories of Women into the Classroom through Oral Histories and Autobiographical Texts
Chapter 39 Chapter 29: All the Worlds a Stage: Oral History Performance in the Classroom
Chapter 40 Chapter 30: Turning Tragedy into Theater: The September 11th Testimony Project
Chapter 41 Chapter 31: Sierra College's "Standing Guard" Japanese American Internment Oral History Project: Oral History as an Engine to the Power of Education
Chapter 42 Chapter 32: Preparing the Next Generation of Educational Administrators: An Application of Philosophy, Theory, and Pedagogy in "Real-World" Settings
Chapter 43 Chapter 33: Destroyer Escorts of World War II—"The Little Warship that Could"
Chapter 44 Chapter 34: Interviewing Radical Elders
Chapter 45 Chapter 35: Learning Oral History: Reflections on a Graduate School Education
Chapter 46 Chapter 36: Oral History in Colleges and Universities: Program and Project Vignettes
Part 47 Part V: Resources for the Oral History Educator
Chapter 48 Introduction: Resources for the Oral History Educator
Chapter 49 A Collection of Thought Questions: Compiled for the Articles Published in Preparing the Next Generation of Oral Historians: An Anthology of Oral History Education
Chapter 50 Sample Syllabus
Chapter 51 A Bibliography of Oral History Education
Chapter 52 Principles and Standards of the Oral History Association
This is the practical oral history guide that we've long needed. Those new to the field, educators, and even experienced practitioners will find much here to help bring in-class projects to the next level.
— Thomas Saylor, Concordia University
This powerful and practical book brings together history, context, and clear examples of how oral historians work. Preparing the Next Generation of Oral Historians takes students out of the classroom and into their own communities, to learn by listening that the nation's history is the story of its people. I can think of no greater gift to offer.
— Doug Selwyn, Antioch University Seattle Center for Programs in Education
In sum, Lanman and Wendling's Preparing the Next Generation of Oral Historians is the practical oral history guide that we've long needed. The specific examples outlined and discussed throughout the book, the careful attention to assessment and the meeting of standards, and the well-concieved and well-written individual pieces make this the new standard in the field. Those new to the field, educators, and even experienced practitioners, will find much here to take first steps or to help bring in-class projects to the next level. Strongly recommended.
— Teaching History: A Journal of Methods
Alessandro Portelli, in his insightful introduction to this volume, states that 'oral history is not just multi- but meta-disciplinary, not just a sum of separate scholarly and intellectual skills but a new synthesis of those skills.' Lanman and Wendling's new anthology is, likewise, a synthesis of approaches, presenting rich materials addressing issues in oral history education from testing to ethics, from kindergarten to college. This is a complete overview of an exciting field, overflowing with useful resources and valuable experience.
— Amy Starecheski, Columbia University Oral History Research Office