The Social Studies: Knowledge for Participation in Social Conflict?

Autor/in	Bickmore, Kathy
Titel	The Social Studies: Knowledge for Participation in Social Conflict?
Quelle	(1991), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Citizenship Education; Civil Liberties; Classroom Environment; Classroom Research; Classroom Techniques; Conflict; Conflict Resolution; Controversial Issues (Course Content); Democratic Values; Educational Objectives; Educational Philosophy; Elementary Secondary Education; High Schools; Role of Education; Social Problems; Social Studies; Student Educational Objectives; Teacher Attitudes; Teaching Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Klassenklima; Unterrichtsklima; Klassenführung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Controversial issues; Kontroverse; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; High school; Oberschule; Bildungsauftrag; Social problem; Soziales Problem; Gemeinschaftskunde; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Social studies education in the United States has been viewed by many as a forum in which to socialize new citizens, to ensure that people of differing backgrounds have a history and ideals that they can share. Social studies also is perceived by some as a vehicle through which students can learn the value of conflict and difference, in the learning process and in situations outside of the classroom. This paper examines the existing role of conflict in the social studies classroom, and argues that conflict holds an untapped potential. A research study in which four high school social studies teachers were interviewed and observed in their classrooms is described and discussed. The role of conflict in the social studies classroom was examined in terms of what materials were covered (for example, multiple perspectives on historical events), and how those materials were covered (for example, opportunities for criticism and debate). Detailed descriptions and analyses of the methods of each of the four teachers and the role conflict played in their classrooms are presented. How each teacher handled the issue of human rights is focused upon specifically. It was concluded that each teacher differed considerably as to the extent to which they allowed conflict to play a role in their teaching and in their classroom. A 65-item list of references is included. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01