Literaturnachweis - Detailanzeige
| Autor/in | Waters, Tony |
|---|---|
| Titel | The Sacred and the Profane in American History Curriculum |
| Quelle | In: Social Studies, 98 (2007) 6, S.246-250 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0037-7996 |
| Schlagwörter | United States History; Elementary Secondary Education; Social Change; History Instruction; Curriculum; Higher Education; Course Content; Teaching Methods |
| Abstract | The question of why students think there are two kinds of American history taught--one in the K-12 system and one in the university system--can be examined critically using Emile Durkheim's (1973) description of the sacred and the profane. The history taught in K-12 classrooms often focuses on idealized accounts of the past that protect the status quo. K-12 history emphasizes the underlying values that Durkheim calls "the sacred," which are reproduced through the development of a triumphal history. The sacred values in K-12 history emphasize selfless acts of people who sacrificed on behalf of society. In contrast, the curriculum emphasized in college courses often focuses on failings that do not reflect the highest ideals of society, which Durkheim calls "the profane." The dissonance between these types of history is important for understanding why different types of history are taught and why social change can be difficult to accomplish. (Contains 2 notes.) (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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