Teaching the Japanese American Internment: A Case Study of Social Studies Curriculum Conflict and Change

Autor/in	Camicia, Steven P.
Titel	Teaching the Japanese American Internment: A Case Study of Social Studies Curriculum Conflict and Change
Quelle	In: Journal of Social Studies Research, 33 (2009) 1, S.113-132 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-985X
Schlagwörter	Secondary School Curriculum; Grade 6; Conflict; Social Studies; History Instruction; United States History; Japanese Americans; Institutionalized Persons; Case Studies; Interviews + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Konflikt; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	This article examines a case of curriculum conflict in order to understand how the social studies curriculum is changed by such conflicts. In the case, a small group of activists challenged a local sixth grade history curriculum, which claimed that the WWII internment of Japanese Americans was a mistake. Activists claimed that the internment was motivated by military necessity, and they wanted the social studies curriculum to include this perspective. Eleven semi-structured interviews with curriculum challengers and supporters were analyzed deploying a sociological lens called frame analysis. Findings suggest that the historical context of the community set the stage for the social studies curriculum conflict. The success of challengers to change curriculum depended upon their ability to construct frames that aligned with professional educators and the community where the curriculum was taught. (As Provided).
Anmerkungen	International Society for the Social Studies. University of Central Florida College of Education, Suite 123M P.O. Box 161250, Orlando, FL 32816. e-mail: ISSS@mail.ucf.edu, Web site: http://www.TheISSI.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10