Download Whose History?: The Struggle for National Standards in by Linda Symcox PDF

By Linda Symcox

Within the Nineteen Nineties the controversy over what background - and extra importantly whose heritage - can be taught in American colleges resonated during the halls of Congress, the nationwide press, and the nation's faculties. Politicians comparable to Lynne Cheney, Newt Gingrich, and Senator Slade Gorton, and pundits equivalent to Rush Limbaugh, John Leo, and Charles Krauthammer fiercely denounced the findings of the nationwide criteria for heritage which, thus, grew to become a tremendous battleground within the nation's ongoing fight to outline its historic id. to aid us comprehend what occurred, Linda Symcox lines the family tree of the nationwide background criteria venture from its origins as a neo-conservative reform circulate, during the 18 months of controversy and debate that ensued, and the aftermath - a desirable account of a very important second in U.S. historical past. large in scope, this situation examine comprises debates on social historical past, global background, multiculturalism, tested canons, nationwide identification, cultural historical past, and "liberal education." this can be finally the tale of the way a debate approximately our kid's schooling grew to become a fight among competing political forces.

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Extra resources for Whose History?: The Struggle for National Standards in American Classrooms

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This shift did not happen overnight. 2 In his pioneering 1962 publication, The Structure of Scientific Revolutions, Kuhn developed this idea of gradual change into a general theory of how scientific knowledge evolves. He argued that a paradigm shift takes place when an existing orthodoxy is challenged by a community of scholars, and then replaced by a new one. With his model of paradigm shift, Kuhn challenged old theories about the process of scientific discovery, which rested on the romantic assumption that scientific breakthroughs were dramatic, episodic, and conceived by heroic geniuses working in isolation.

Their goal was to write histories that would unite all of human experience rather than divide it. The focus of their research became cultural interaction and cultural diffusion, rather than cultural isolation and cultural uniqueness. Furthermore, the new world historians believed that the traditional emphasis on separate national and civilizational histories had created a pecking order among civilizations, with the top ranking reserved for the West. To be fair, there were reasons why the West had gained such prominence.

He argued, “It is not refinement of existing ‘subjects’ that is most sorely needed, it is rather, the radical reconstruction of the entire school curriculum. ”24 Thus the new curriculum should be based on a comprehensive and scientific study of society, conducted by a group of scholarly experts. Indeed, Rugg envisioned a huge collaborative undertaking to remake the curriculum out of whole cloth. One of the most needed first steps in reconstruction is a new synthesis of knowledge and a re-departmentalization of the activities and materials of the school curriculum.

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