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ERIC Number: EJ836675
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0093-3104
Explicit Goals, Implicit Values, and the Unintentional Stifling of Pluralism: An Examination of a Social Studies Teacher Education Vision Statement
Ritter, Jason K.; Lee, Kyunghwa
Theory and Research in Social Education, v37 n1 p75-100 Win 2009
The purpose of this article is to evaluate a social studies teacher education vision statement as it relates to Parker's (2003) "advanced" conception of citizenship education for democratic society. The vision statement, titled "Powerful Vision of Social Studies," was created by a group of practicing teachers and teacher educators as part of a seminar focusing on the effective mentoring of beginning teachers. It represents an attempt by the participants to answer the question of what sort of social studies practice is worth mentoring beginning teachers for. Using constructs of the "culturally acceptable self" derived from recent work in cultural psychology to guide our analysis, it is argued that the vision statement could unintentionally constrain understandings of democracy rooted in pluralism by inadvertently reflecting taken-for-granted cultural beliefs held as middle-class European-American. (Contains 1 table.)
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 - Evaluative
Education Level: Elementary Secondary Education; High Schools; Higher Education; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A