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National History Standards : The Problem of the Canon and the Future of History Teaching

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A volume in International Review of History Education Series Editor Peter Lee, Rosalyn Ashby, Stuart Foster As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived ""skills vs. content"" debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a 'framework' for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume."" Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole? show less

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Product details Format Paperback | 332 pages Dimensions 155.96 x 233.93 x 17.53mm | 467.2g Publication date 30 May 2009 Publisher Information Age Publishing Publication City/Country Greenwich, United States Language English ISBN10 1593116683 ISBN13 9781593116682 Bestsellers rank 908,154

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keith c. barton department of curriculum and instruction a. wilschut eds. national history standards the problem of the canon and the future of teaching history pp. 265282. greenwich ct information age publishing. barton k. c. 2009. providing elementary teachers with experience with childrens thinking in social studies.

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iap author peter lee peter lee . series editor for . history education and the construction of national ntities. joinedup history new directions in history education research. national history standards the problem of the canon and the future of teaching history. the colonial past in history textbooks historical and social psychological perspectives .
iap author rosalyn ashby rosalyn ashby . series editor for founding editor international review of history education . history education and the construction of national ntities. joinedup history new directions in history education research. national history standards the problem of the canon and the future of teaching history. the colonial past in history .

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