Revitalizing Critical Discourses in Social Education: Opportunities for a More Complexified (Un)Knowing

Autor/in	Segall, Avner
Titel	Revitalizing Critical Discourses in Social Education: Opportunities for a More Complexified (Un)Knowing
Quelle	In: Theory and Research in Social Education, 41 (2013) 4, S.476-493 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2013.836382
Schlagwörter	Social Studies; Discourse Modes; Postmodernism; Criticism; Role; Misconceptions; Discourse Analysis; Power Structure; Teaching Methods; Curriculum; Gender Differences; Racial Differences; Feminism; History; Geography; Economics; Research Methodology + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Diskursethik; Postmoderne; Kritik; Rollen; Missverständnis; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Geschlechterkonflikt; Rassenunterschied; Feminismus; Geschichte; Geschichtsdarstellung; Geografie; Volkswirtschaftslehre; Research method; Forschungsmethode
Abstract	The author seeks to revitalize the interests of social educators in the value of using critical, postmodern discourses for rich comprehension of and productive scholarly research in our field. These discourses (a) challenge existing understanding within social education and the knowledge and knower they help produce; and (b) imagine more complex, nuanced, and critical ways with which to conduct research and narrate findings. The primary foci include an examination of the role and impact of prevalent grand narratives, myths, discourses, and practices, as well as their underlying power relations. This raises questions about forms of knowledge, knowing, identity, and the subjectivity they help engender and celebrate--whether in disciplinary, curricular, and pedagogical encounters in classrooms or in research conducted in/about them. An overview of critical discourses is followed by an examination of their potential engagement in disciplines comprising the social studies. The author then moves to issues of gender and race, concluding with an exploration of critical methodologies and a discussion of the possibilities and implications they afford scholars in critical research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10