Literaturnachweis - Detailanzeige
| Autor/in | Kornfeld, John |
|---|---|
| Titel | Framing the Conversation: Social Studies Education and the Neoconservative Agenda |
| Quelle | In: Social Studies, 96 (2005) 4, S.143 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0037-7996 |
| Schlagwörter | Stellungnahme; Social Studies; Politics of Education; Educational Change; Public Schools; Political Affiliation; Rhetorical Criticism; Activism; Curriculum |
| Abstract | For years many from the Left have been calling for educational reform, pointing out the shortcomings of public schooling for its antidemocratic structures and policies, irrelevant and sometimes racist curriculum, and myriad other faults. And social studies teachers and curriculum developers have borne the brunt of much of these criticisms. Now the Neoconservatives have come along and said much the same thing about social studies education in this country. In Where Did Social Studies Go Wrong? (WDSSGW), funded and published in 2003 by the Fordham Institute, editors Lemming and Ellington declare, "The only possible interpretation of the state of social studies education at the turn of the 21st century is that the field is moribund." Their call for reform might at first sound like that of the Left, but they are actually advocating very different kinds of changes. In fact, the reasons they cite for the field's demise include many of the reforms--which they claim "dominate" the social studies field--for which the Left, over the years, has most strongly advocated: "such politicized and superficial topics as peace studies, the environment, gender equity issues, multiculturalism, and social and economic justice." The book's condemnation of social studies education puts the Left in a difficult position. On the one hand, we want to continue to critique the shortcomings of Eurocentric, textbook-driven, teacher-lectured, drill-and-kill social studies education that takes place in too many classrooms across the country; on the other hand, the criticism in WDSSGW compels us to defend social studies teachers against this attack from the Right. In this article, the author examines the nature and method of this attack in WDSSGW, which involves the clever and subtle use of language to mischaracterize the Left as powerful, dangerous, and antipatriotic, and he suggests ways to respond to these attacks and perhaps counteract their impact. (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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