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Educating for citizenship within soc...

Windrim, Ronald J.

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Educating for citizenship within social studies: An interpretive inquiry.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educating for citizenship within social studies: An interpretive inquiry./
Author:	Windrim, Ronald J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
Description:	285 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3204.
Contained By:	Dissertation Abstracts International66-09A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR06982
ISBN:	9780494069820

Educating for citizenship within social studies: An interpretive inquiry.
Windrim, Ronald J.

Educating for citizenship within social studies: An interpretive inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 285 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3204.

Thesis (Ed.D.)--University of Calgary (Canada), 2005.

This interpretive study explores the complicated and contentious issue of educating for citizenship, a 'prime directive' of the Social Studies curriculum in Alberta. An expanded view of citizenship influenced by many including but not limited to Albala-Bertrand (1997), Barber (1992; 1998), Callan (1997), Kerr (1990), Osborne (2000), McLaughlin (1992) and Smits (1997), is presented and assumed throughout the paper. Eight senior high school social studies teachers have been interviewed with the objective of gaining a deep appreciation of how they understand citizenship education and how this understanding shapes their classrooms and how students 'live' in these environments. Through examination of transcripts of our conversations, I look at pedagogical decisions this small sample of teachers make in their attempts to bring to the practical reality of their classroom that which often resides in the ethereal domain of theorists.

ISBN: 9780494069820Subjects--Topical Terms:

684418
Curriculum development.

Educating for citizenship within social studies: An interpretive inquiry.
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245 1 0 $a Educating for citizenship within social studies: An interpretive inquiry.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2005
300 $a 285 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3204.
502 $a Thesis (Ed.D.)--University of Calgary (Canada), 2005.
520 $a This interpretive study explores the complicated and contentious issue of educating for citizenship, a 'prime directive' of the Social Studies curriculum in Alberta. An expanded view of citizenship influenced by many including but not limited to Albala-Bertrand (1997), Barber (1992; 1998), Callan (1997), Kerr (1990), Osborne (2000), McLaughlin (1992) and Smits (1997), is presented and assumed throughout the paper. Eight senior high school social studies teachers have been interviewed with the objective of gaining a deep appreciation of how they understand citizenship education and how this understanding shapes their classrooms and how students 'live' in these environments. Through examination of transcripts of our conversations, I look at pedagogical decisions this small sample of teachers make in their attempts to bring to the practical reality of their classroom that which often resides in the ethereal domain of theorists.
520 $a I look at a number of elements of teacher practice, searching for evidence and understandings around the intentionality (van Manen (1997) of their role as social studies teachers. I ask what understandings of citizenship, society, and social studies drive the teacher's work, what they do and why they do it? Is the decision-making and action around educating for citizenship deliberate (intentional) and if so, what motives and beliefs are at work?
520 $a Out of this work, I develop an argument that may act to inform curriculum developers in their work around the introduction of a new program of studies for Alberta schools by providing them with yet another interpretation. I caution however, like Flyvbjerg (2001), not to disregard my work as merely another interpretation but perhaps as a "better interpretation" that will remain valid "...until a still better interpretation is produced which can reduce the previous interpretation to 'merely' interpretation" (p. 131). I begin this work by contextualizing it in terms of contemporary global challenges facing public education in the early years of the 21st century and in the context of events unfolding as Alberta embarks on a revision to the social studies curriculum with an implementation date of 2009, a full decade since initial planning began. I then reflect on my own journey as a professional, tracking change in social studies in Alberta and commenting on how these impacted my career. After a brief assessment of the complexities associated with citizenship and what it means to educate for citizenship, I provide analysis and insight gleaned from my interviews. Throughout I have approached the study as a journey of discovery. My conclusions rather than bringing closure to the topic of educating for citizenship leaves the reader with many more questions, recognizing the complexity of the topics and seemingly boundless scope that is entailed. Throughout, I include a thorough but selective literature review of some of the theoretical and philosophical considerations that have guided my study. (Abstract shortened by UMI.).
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650 4 $a Secondary education. $3 2122779
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