Patriotism, Pressure, and Place: Civic Agency in Base Country

Autor/in	Gibbs, Brian
Titel	Patriotism, Pressure, and Place: Civic Agency in Base Country
Quelle	In: Peabody Journal of Education, 94 (2019) 1, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1553584
Schlagwörter	Patriotism; Social Studies; Teaching Methods; Military Personnel; Decision Making; War; Armed Forces; School Districts; Political Attitudes; Citizen Participation; Teacher Attitudes; Stress Variables; Controversial Issues (Course Content); Case Studies; History Instruction; Standards; Elections; Presidents; High School Teachers; Student Characteristics; Parent School Relationship; Family Characteristics + Suchen Sie Ihr Suchwort? Patriotismus; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Krieg; Military; Militär; School district; Schulbezirk; Political attitude; Politische Einstellung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Lehrerverhalten; Controversial issues; Kontroverse; Case study; Fallstudie; Case Study; History lessons; Geschichtsunterricht; Standard; Election; Wahl; President; Präsident; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	This article focuses on how civic agency is taught or not taught by a social studies teacher to the children of soldiers in a largely conservative community and, as a result, how it was learned or not learned. Taken from a larger study investigating individual teacher curricular and pedagogic choice around teaching war near a military base, this article examines the sociopolitical, district-level, student, parent, and community pressures and tensions of teaching war in this context and what impact these pressures have on teaching choice and student sense of civic agency. Findings suggest that the teacher, mostly yielding to the pressure and stress, avoids complexity of perceived dangerous content, which left most students with an unchallenged sense of traditional patriotism and duty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01