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English
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Cornell University
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Running Head: QUESTIONS 1
5. What are some of the stories that students tell that capture their experience with education
in your content area? What kinds of stories are they telling?
Although the students we interviewed did not explicitly share their personal stories with
education in social studies, some of them mentioned what they would like to learn in the
classroom. The material to be added implies the existence of the concealed stories. According to
Bell, concealed stories are stories that “embody the teeming, unruly and contradictory stories that
leak out from the margins” (Bell, 2010, pp. 43). In other words, the material that students wish to
learn in the classroom belongs to the stories that are “forgotten” or “repressed in the existing
education of social studies (Bell, 2010, pp.44). For instance, during our second interview, one of
the students mentioned that although learning about ancient history was interesting, she would be
more willing to learn about how these ancient civilizations could relate to her family roots. In
addition to her answer, another male student in the interview group added that it would be more
exciting for him to learn about the history of the Indian Caribbean islands because of his Puerto
Rican identity. Their demand implies the irrelevance of the course material to the students.
Students only get to learn ancient history from an established angle without “critical
commentary” such as the concealed stories the student indicated in their interview. The absence
of “critical commentary that would open up understanding through connecting historical
knowledge to contemporary patterns in race relations” (Bell, 2010, pp.46). In as far as concealed
stories are concerned, students clearly want to learn things that are related to them either
culturally or historically. The first student, for instance, wants to learn about her family roots in
relation to ancient civilizations while the second student wants to learn about his place of origin.
In essence, the lack of “critical commentary” not only eliminates students’ interest in the course
material but also prevents them from attaining critical literacy in social studies.
6. What are some of the implications of students’ ideas/stories for teaching, learning, and
assessment in your content areas?
What we found interesting from our interview is that there is a certain conflict between achieving
ideal learning outcomes and becoming critically literate in the content area. For instance, when
the students were asked to explain why they thought education was important, most of them said
that education was necessary for them to pass the standardized tests, get into college, and have a
successful career in the future. However, in the classroom for educators and rising educators, we
emphasize how important it is to cater to each student based on their particular knowledge and
skills (Educator Rising, 2016, pp. 13). Specifically, educators should create an encouraging
learning environment where students’ personal stories could be heard. However, based on our
observation, students do not recognize the significance of their own stories based on our
observation. Most of the students at Manhattan East are students of color, and the history of their
ethnicities are not included in the social studies textbooks. Although a few of them mentioned
that it would be more interesting if the social studies class could include their history, most of the
students were satisfied with what they were exposed to in class now. The problem shown in this
case is that although it is not absolutely necessary for students to feel the need to learn about
their own history, it is the educator’s responsibility to inform and offer opportunities for them to
learn about their own history. This will help students learn about what they can relate to.
Providing hands-on practice opportunities can also help the students express their stories and
ideas more clearly. Into the bargain, by activating their prior knowledge, students interests can
be captured by educators. For future teaching, while guiding the actual learning process,

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Running Head: QUESTIONS 1 5. What are some of the stories that students tell that capture their experience with education in your content area? What kinds of stories are they telling? Although the students we interviewed did not explicitly share their personal stories with education in social studies, some of them mentioned what they would like to learn in the classroom. The material to be added implies the existence of the concealed stories. According to Bell, concealed stories are stories that “embody the teeming, unruly and contradictory stories that leak out from the margins” (Bell, ...
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