ERIC Number: ED338518
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
The Social Studies: Knowledge for Participation in Social Conflict?
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)
Descriptors: 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
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).