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ERIC Number: EJ825223
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0093-3104
Deciding What Is a Controversial Issue: A Case Study of Social Studies Curriculum Controversy
Camicia, Steven P.
Theory and Research in Social Education, v36 n4 p298-316 Fall 2008
Frame analysis was used to examine how competing stakeholders framed a sixth grade curriculum controversy over whether the WWII internment of Japanese Americans should be categorized as a controversial issue. Teachers and administrators in a northwestern U.S. school claimed that the internment was clearly wrong and not controversial, but these claims were challenged by a small group of activists. Three data sets were analyzed: 11 semi-structured interviews, 40 public documents, and curriculum materials. Although activists could not change the school's claims, they were able to change the curriculum. Findings illustrate the ways that stakeholders in social studies curriculum controversies negotiate whether an issue should be categorized as controversial. Categorizations were dynamic and contingent on historical, contemporary, and ideological contexts. (Contains 1 note.)
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A