Moulding the Good Citizen

Moulding the Good Citizen : Politics of High School History Texts

By (author)  , By (author)  , By (author)  , By (author) 

Free delivery worldwide

Available. Dispatched from the UK in 4 business days
When will my order arrive?

Description

A series of culture wars are being fought in America today; Lerner, Nagai, and Rothman contend that one key battleground is the nation's high school texts. The authors argue that today's textbook controversies, as exemplified in the proposed National Standards for the Study of United States and World History, reflect changes in American public philosophy and the education profession. Conventional wisdom among students of the curriculum is that the major threat to freedom of the schools comes from the religious right. While this may have been true at one time, Lerner, Nagai, and Rothman assert that the major thrust today involves the imposition on schools of the ideology of particular groups that seek to use education as a mechanism for changing society. They document the growing influence of these groups, and their supporters among educators, through an extensive quantitative content analysis of leading high school history texts over the past 40 years and a historical analysis of how this outlook and the willingness to impose it became part of educators' conventional wisdom. The authors document the growing influence of these groups, and their supporters among educators, in two ways. First, they present an extensive quantitative content analysis of leading high school history texts over the past 40 years, demonstrating in detail the feminist and multicultural perspectives that have come to dominate them. Second, they provide a historical analysis of how this outlook and the willingness to impose it became part of educators' conventional wisdom, tracing current policies back to the influence of the Progressive education movement led by John Dewey. This controversial book will be of exceptional interest to the general public as well as to researchers and students of education, public policy, and American intellectual history.show more

Product details

  • Hardback | 200 pages
  • 162.56 x 236.22 x 17.78mm | 408.23g
  • ABC-CLIO
  • Praeger Publishers Inc
  • Westport, United States
  • English
  • New.
  • black & white illustrations
  • 0275949192
  • 9780275949198

Review quote

"A fascinating, original, and important analysis of the way that young Americans learn about the history of their nation. This is a book that should be read by parents, educators, legislators, and school board members. We are not likely to have informed citizenship unless we become aware of the ideas, attitudes, and biases that are lodged in our children's textbooks. Lerner, Nagai, and Rothman have done an excellent job of demonstrating the way that textbooks change in response to political pressures of their time."-Diane Ravitch Senior Research Scholar, New York University Former Assistant U.S. Secretary of Educationshow more

About Robert Lerner

ROBERT LERNER is a Center Fellow at the Center for the Study of Social and Political Change at Smith College. ALTHEA K. NAGAI is a Center Fellow at the Center for the Study of Social and Political Change at Smith College. STANLEY ROTHMAN is Director of the Center for the Study of Social and Political Change at Smith College. Among their earlier collaborative works is Giving for Social Change: Foundations, Public Policy, and the American Political Agenda (Praeger, 1994).show more

Table of contents

Preface Introduction: Textbooks and Citizen Education Progressive Thought and the Rise of the Progressive Era Intellectual Class Progressive Education Changes the Curriculum Filler Feminism in High School History Textbooks History By Quota? On Judging Civilizations: The Discovery of America, Noble Savages and the Like The Rise of American Capitalism: The Story of the Robber Barons Historical Hindsight and Appraising Presidents Conclusion: Education and Civic Order Appendix One: Methodology Appendix Two: Textbooks Used in the Study Appendix Three: Coding Scheme for Content Analysis of American High School History Texts Bibliographyshow more