During the early 1970s, I inaugurated what became my teaching career by asking the inner city students in the 10th grade World History class where I was student teaching what they wanted to learn. I did this after the students demonstrated an utter lack of interest in the lesson I had prepared on feudalism in Europe, which followed my observation of their general boredom with the textbook. While posing such a question was not something teachers normally did, my cooperating teacher allowed me to spend a week pursuing a unit I co-constructed with the students about Women’s Liberation (this emerged as their most burning question). After that, we went back to the textbook’s version of history. But that experience planted in me a highly student-centered vision of what teaching and learning could be.

中文翻译：

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“从标准化中脱颖而出：学习为文化、认知和社区相关性而教学”简介

在 1970 年代初期，我通过在 10 年级世界历史课上询问市中心的学生，开始了我的教学生涯，在那里我正在教授他们想学的东西。在学生们对我准备的关于欧洲封建主义的课程完全缺乏兴趣之后，我这样做了，因为我观察到他们对教科书普遍感到厌烦。虽然提出这样的问题不是老师通常会做的事情，但我的合作老师允许我花一周时间学习我与学生共同构建的关于妇女解放的单元（这成为他们最迫切的问题）。之后，我们又回到了教科书版本的历史。但那次经历让我对教学和学习的内容形成了高度以学生为中心的愿景。