Narratives of Nation-State, Historical Knowledge, and School History Education

Autor/in	VanSledright, Bruce
Titel	Narratives of Nation-State, Historical Knowledge, and School History Education
Quelle	In: Review of Research in Education, 32 (2008) 1, S.109-146 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X07311065
Schlagwörter	Immigration; History Instruction; United States History; Intellectual History; Social History; Elementary Secondary Education; Political Socialization; Instructional Innovation; Curriculum Evaluation; Educational Research; Public Schools; Concept Formation + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Geistesgeschichte; Sozialgeschichte; Politische Sozialisation; Educational Innovation; Bildungsinnovation; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Bildungsforschung; Pädagogische Forschung; Public school; Öffentliche Schule; Concept learning; Begriffsbildung
Abstract	The author begins this article by suggesting that in the United States late 20th century immigration patterns have been perceived by some who consider themselves American natives because they were born in the country (even though their ancestors are of European stock) as threatening to soften the glue that preserves their vision of the right and true American culture. To explore the role changes in immigration patterns may play in how public school history education is shaped, understood, taught, and with what consequences in the United States, the author examines selective recent historical scholarship in that vein. After briefly attending to this scholarship as a means of providing some historical context, he moves to analyzing what often passes for U.S. history education in American grade-school classrooms--a narrative of national development and progress. Using additional research on teaching and learning U.S. history, the author turns to considering a series of consequences that stem from asking children and young adults to accept a collectively memorialized nation-building story as their own, as a part of their cultural identity. In particular, he labors to show that the U.S. nation-building story that sits at the center of how most children are taught and learn in history classes in American public schools is largely a prescriptive and conserving one that often molds and shapes in particular ways. He ends the article by exploring alternative conceptions of history education, ones that might result if educators pursued different visions of what such an education might accomplish. (Contains 65 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10