CHAPTER 4: THE USES OF THE PAST IN PEDAGOGY: Teachers' Ambivalent Relationships to the Histories They Teach.

This study uses social studies teachers' autobiographical reflections and discussions to investigate the tension between their perceptions of the purpose of studying the past and the realities of classroom practice. Initial findings show teachers' concern with the disconnect between the complexities of studying the past and the simplistic nature of the enacted curriculum. Findings describe how autobiographical narrative can serve as a way to reconceptualize the preparation of history and social studies teachers. [ABSTRACT FROM AUTHOR]