Social Studies in U.S. Schools: Mainstream Practice and Radical Potential.

Autor/in	Newmann, Fred M.
Titel	Social Studies in U.S. Schools: Mainstream Practice and Radical Potential.
Quelle	(1984), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Change Strategies; Course Content; Curriculum; Educational Assessment; Educational Change; Educational Improvement; Educational Objectives; Educational Practices; Educational Quality; Educational Trends; Elementary Secondary Education; Justice; Knowledge Level; Research Needs; Social Attitudes; Social Change; Social Problems; Social Studies; Student Attitudes; Student Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Lösungsstrategie; Kursprogramm; Curricula; Lehrplan; Rahmenplan; Education; assessment; Bewertungssystem; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Quality of education; Bildungsqualität; Bildungsentwicklung; Gerechtigkeit; Wissensbasis; Forschungsbedarf; Social attidude; Soziale Einstellung; Sozialer Wandel; Social problem; Soziales Problem; Gemeinschaftskunde; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Following a brief discussion of what is currently being taught in social studies, the major propositions of a radical perspective that has emerged among academics are examined. According to the radical perspective, the ultimate social ideal and the purpose of education is the emancipation of all people. Social studies should concentrate on ideas emphasizing the significance of dominant interests, struggles for autonomy, contradictions, and the social construction of knowledge. Education should generate action toward emancipation. Strengths of this radical perspective include educational objectives that stress long-term social goals, immediate personal agency, cooperative discourse, and an approach to reform that respects the culture of local teachers and students. Weaknesses of the perspective include its ideological substance; relative silence about pedogogy for dealing with ambiguity, contradiction, and criticism; and neglect of organizational constraints on teaching. Intellectual work and research necessary to resolve concerns that mainstream educators have with the radical perspective include conveying a coherent vision of the social alternatives to be pursued, examining how structures of schooling might be revised, and identifying teaching approaches that guide encounters with ambiguity, contradiction, and criticism. (RM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC