Democracy Denied: Learning to Teach History in Elementary School

摘要: Introduction Although No Child Left Behind (NCLB) appears to disregard the teaching of social studies, it should not be assumed that and learning in these content areas is little importance. Prior NCLB, discussions over studies history standards dominated political cultural landscapes. The eventual conclusion from federal government was devalued American (Gibson, 1998; Vinson, 1999). However, sharp distinctions between those who advocate citizenship education as patriotism indoctrination (Leming, Ellington, & Porter-Magee, 2003; Hirsch, 1987; Ravitch, Saxe, 2003) others see possibilities a critical approach has for genuine democratic (Hursh Seneway, Ross, Segall, 1999; Wade, 1999) still exist. This article documents how one elementary preservice teacher (Amy) learned teach patriotic powerful appealing this was, considering Amy's limited knowledge history. Also, demonstrates essentially denied Amy any opportunity learn about richness provides discourse. outcome narrative portrait cautious analysis what outcomes might mean researchers concerned with future its commitment education. findings also suggest we need deeper understanding really goes on undergraduate methods courses (Slekar, 2006). Social Studies Methods Courses History Teaching course typically standard requirement teachers certification programs. Pedagogical foundational goal (Adler, 1991). unusual professors encounter rather negative view particular 1998). early apprehension teacher's part presents challenging situation. How can intellectually influence consider form children? Todd Dinkelman (1999) found possible encourage reflection (central ideals) course, but bit because effort required by professor guide quality reflection. In addition, Segall recommends, that, "history/social educators must create pedagogical environment which very foundations ... are called into question ..." (p.371). often does dismantling status quo actually occur courses? Not according Marciano (2001), "Influential faithfully support dominant-elite [of history] fostered an uncritical undermining thoughtful active democracy" (p.537). Therefore, follows, I provide vivid picture happens when "ignorant activist" absent traditional seen (usually boring) naive point view. Research Methodology following research drawn study conducted entire year. use case methodology (Stake, 1998) attempt generate account more naturalistic inquiry sometimes conducive renderings pointed out Lincoln Guba (1985) supported Cornett (1990) Knowles (1992). …