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Practicing conflict: Citizenship edu...

Bickmore, Kathy M.

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Practicing conflict: Citizenship education in high school social studies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Practicing conflict: Citizenship education in high school social studies./
作者:	Bickmore, Kathy M.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-09, Section: A, page: 3239.
Contained By:	Dissertation Abstracts International52-09A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9206738

Practicing conflict: Citizenship education in high school social studies.
Bickmore, Kathy M.

Practicing conflict: Citizenship education in high school social studies. - 216 p.

Source: Dissertation Abstracts International, Volume: 52-09, Section: A, page: 3239.

Thesis (Ph.D.)--Stanford University, 1991.

This item must not be sold to any third party vendors.

This dissertation considers the contrasting conceptions of citizenship that underlie social studies curriculum and teaching. Society is conflictual: pluralist democracy, in particular, relies on conflict as a mechanism for change. To be incorporated as citizens, young people need skills and information for making decisions and solving problems--that is, for handling the conflicts that come up in the society. How do high school social studies teachers represent the society and its actors to their students?Subjects--Topical Terms:

1019148
Education, Social Sciences.

Practicing conflict: Citizenship education in high school social studies.
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245 1 0 $a Practicing conflict: Citizenship education in high school social studies.
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-09, Section: A, page: 3239.
500 $a Adviser: Hans Weiler.
502 $a Thesis (Ph.D.)--Stanford University, 1991.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This dissertation considers the contrasting conceptions of citizenship that underlie social studies curriculum and teaching. Society is conflictual: pluralist democracy, in particular, relies on conflict as a mechanism for change. To be incorporated as citizens, young people need skills and information for making decisions and solving problems--that is, for handling the conflicts that come up in the society. How do high school social studies teachers represent the society and its actors to their students?
520 $a A teacher's conception of social studies subject-matter guides her/his development of pedagogical knowledge. For example, a curriculum built around a notion of positive social conflict would call upon different knowledge and skills than a curriculum built around a consensual view of shared heritage. From her/his idiosyncratic repertoire, the teacher draws problems, texts, and activities for particular lessons. The resulting observable differences in classroom behavior are the primary "evidence" in this research.
520 $a The research involves case studies of four experienced social studies teachers in northern California, during the year 1989-90. The teacher subjects were observed and interviewed in two public high school districts serving heterogeneous student populations. The cases illustrate how pedagogical process can be affected by the substance being communicated, and how the substance communicated can be affected by the pedagogical process. Further, it shows social studies teachers as political actors, each engaging their students in qualitatively different preparation for their roles as citizens of a plural society.
520 $a There were important similarities as well as differences among the four teachers' work. Foremost among these was the presence in every classroom of several students who were silent or silenced in the face of virtually every pedagogical task. These students could not have been practicing (thus learning) the same things about citizenship behavior as their vocal and active peers. Conflict-based (compared to consensus-based) teaching is complex and unpredictable for students as well as teachers. Recognizing the pedagogical importance of conflict in social studies, and the democratic importance of including all students in learning, calls for substantial knowledge and skill on the part of teachers.
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792 $a 1991
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9206738