Blind Patriotism or Active Citizenship? How Do Students Interpret the Pledge of Allegiance?

Autor/in	Martin, Leisa A.
Titel	Blind Patriotism or Active Citizenship? How Do Students Interpret the Pledge of Allegiance?
Quelle	In: Action in Teacher Education, 34 (2012) 1, S.55-64 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.642288
Schlagwörter	Citizenship Education; Service Learning; Democracy; Public Education; Social Studies; Educational Objectives; Case Studies; High School Students; Questionnaires; Student Attitudes; Interviews; Patriotism; Citizen Participation + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Service-Learning; Demokratie; Öffentliche Erziehung; Gemeinschaftskunde; Educational objective; Bildungsziel; Erziehungsziel; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Schülerverhalten; Interviewing; Interviewtechnik; Patriotismus; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung
Abstract	One of the main goals of the social studies curriculum and public education in general is citizenship preparation, and one aspect of citizenship education is the recitation of the United States Pledge of Allegiance. Using a case study methodology, high school students completed a questionnaire and participated in follow-up interviews regarding their interpretation of the Pledge. The themes derived from this study included the development of loyalty and patriotism, the view that the Pledge is a meaningless series of words, and a limited commitment to active participation. Although the majority of the students advocated blind patriotism, the results speak to a need to restructure public school instruction on the Pledge to emphasize the importance of active participation in our democratic society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10