ERIC Number: EJ725404
Record Type: Journal
Publication Date: 2005
Reference Count: 36
On Defense of the Nation
Social Studies, v96 n5 p193 Sep-Oct 2005
In this article, the author examines how the idea (and ideal) of nation continues to serve as a directive for social studies education. He proposes discussing what a critical approach to understanding nation (and the historical narratives that define nation) might look like in the classrooms and what the stakes are for social studies educators, who may use the nation as a pedagogical site and a critically engaged political project. The author begins by introducing the pedagogical interests of academic history that advance narratives of nation to form the basis of education in the United States (as with other nations). The process of defining nation through various myths is projected onto education in characteristic ways, by Finn and others, which orchestrates a nation's self-construction. Yet, in realizing their own implication in advancing such myths, academic historians are becoming increasingly mindful of how to relate national experiences to larger projects and local resolutions.
Descriptors: Teaching Methods, Political Science, Intellectual Disciplines, Ideology, Social Studies, United States History, History Instruction
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Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001