Literaturnachweis - Detailanzeige
| Autor/in | Adler-Kassner, Linda |
|---|---|
| Titel | "Reading Progress": Historians and Public Literacy in the Progressive Era. |
| Quelle | (1995), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cultural Context; Educational History; Historians; History Textbooks; Literacy; Secondary Education; Student Needs; Textbook Content; Textbook Research; United States History |
| Abstract | Controlling "literacy processes" was a concern of members of the dominant culture during the Progressive Era (about 1890-1917). Educators wanted to set students on the "right" course before formal schooling was over. Four history textbooks from the era share a general sense of what is required for public literacy, but they present multiple public literacies, not a singular, uniform idea. The most important thing these historians shared was their devotion to progress, on the one hand, and conflict, on the other, all of which they expressed using the rhetoric of the American jeremiad. The first thing students needed to know to be publicly literate, according to the history textbooks, is what kind of shape the nation was in relation to the achievement of the "promise" of America. For historians Samuel Foreman, and James Alton James and Albert Hart Sanford, students did not need to get actively involved in maintaining the promise, because the forces of providence (with their able assistants, members of the dominant culture) could maintain it. The rhetoric of the "steady" jeremiad in these textbooks is understated, because the textbooks are quite functional--students need to stay the course, and the course is progress. For other historians, such as David Muzzey, and Charles and Mary Beard, the fiery rhetoric of an "active" jeremiad was designed to inculcate a sense of public literacy that required active participation in the movement of the nation toward the achievement of progress. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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