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The death of the good Canadian: Teac...

Richardson, George Hiram Walter.

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The death of the good Canadian: Teachers, national identities, and the social studies curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The death of the good Canadian: Teachers, national identities, and the social studies curriculum./
作者:	Richardson, George Hiram Walter.
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 0094.
Contained By:	Dissertation Abstracts International60-01A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ34825
ISBN:	0612348253

The death of the good Canadian: Teachers, national identities, and the social studies curriculum.
Richardson, George Hiram Walter.

The death of the good Canadian: Teachers, national identities, and the social studies curriculum. - 219 p.

Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 0094.

Thesis (Ph.D.)--University of Alberta (Canada), 1998.

This dissertation is part scholarly analysis and part polemic. Its focus is on Canadian identity: how the curriculum presents the concept, how teachers perceive it, and how national identity must be reconceived if it is to retain any significance for students.

ISBN: 0612348253Subjects--Topical Terms:

539262
Education, Secondary.

The death of the good Canadian: Teachers, national identities, and the social studies curriculum.
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245 1 4 $a The death of the good Canadian: Teachers, national identities, and the social studies curriculum.
300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-01, Section: A, page: 0094.
500 $a Adviser: Terrance R. Carson.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 1998.
520 $a This dissertation is part scholarly analysis and part polemic. Its focus is on Canadian identity: how the curriculum presents the concept, how teachers perceive it, and how national identity must be reconceived if it is to retain any significance for students.
520 $a In terms of scholarly analysis, (and as presented in Chapters III and IV) I investigate the concept of national identity as it emerges in the curricula of the Province of Alberta. Central to this investigation is a discussion of modernism and modernist education. Using postmodern and hermeneutic frames of reference, I analyze the modernist curricula in the effort to discover how and why the concept of national identity has changed over time. But more crucially, I apply these same techniques to the particularly Canadian dilemma of why the curricula has failed to engender a mythic structure of nationalism capable of creating a "common imagining" of the nation among students.
520 $a In terms of polemic, (and as discussed in Chapters I, II, V and VI) the dissertation situates teachers in the uneasy space between modernist concepts of national identity prescribed in the curriculum and the lived world of the classrooms they experience daily. Using two interrelated action research projects, I have attempted to represent the ambivalence and ambiguities of curriculum "delivery" in an era when there is a striking dissonance between the rigid boundaries the modernist curriculum creates between "national self" and "other" and the more hybrid and problematic sense of national identity as an ongoing process of the enunciation of difference that is suggested by the plural classrooms of the 1990's.
520 $a From postmodern and hermeneutic perspectives, I argue that it is essential to abandon modernist education's static and exclusionary formulations of national identity that "close" the question of what the nation is. Instead, I conclude that it is critical to view national identity formation as an open and dialogic process that legitimizes individual experience and that acknowledges the significance of cultural and ethnic difference in national identity formulation in plural societies.
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792 $a 1998
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