Parallel crises: history and the social studies curriculum in the USA

Seixas, Peter

doi:10.1080/0022027930250303

Cited by 34 publications

(10 citation statements)

References 22 publications

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“…In particular, it challenges those calling for a stronger national narrative in schools to consider how students and teachers connect with the subject. As the history educationist Peter Seixas (1993) acknowledged in JCS, poor survey results give weight to popular appeals to 'get back to the facts' when it comes to teaching national history; the question is, how does this translate to the classroom itself?…”

Section: When the Canadian Dominion Institute Published The Results Omentioning

confidence: 99%

Teaching the nation’s story: comparing public debates and classroom perspectives on history education in Australia and Canada

Clark

2009

Journal of Curriculum Studies

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Section: When the Canadian Dominion Institute Published The Results Omentioning

confidence: 99%

Teaching the nation’s story: comparing public debates and classroom perspectives on history education in Australia and Canada

Clark

2009

Journal of Curriculum Studies

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“…Questions about the place of history in social studies, in part turf war, have intersected in complex ways with more explicitly ideological battles over multicultural education, cultural literacy, and the Afrocentric curriculum (Seixas 1993;Kaye 1991). 1 While these storms have produced some important literature (e.g., Gagnon 1989) and a renewed interest in the potential of history education, they have not to date produced a body of research comparable to that generated by British educators on how students learn history and on what part it plays in their construction of meaning (Downey and Levstik 1991 ).…”

Section: Introductionmentioning

confidence: 99%

Historical Understanding among Adolescents in a Multicultural Setting

Seixas

1993

Curriculum Inquiry

Self Cite

121

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The author of this study examines six students' construction of historical knowledge as shaped by school and family. The author explores students' perceptions of the disjunctions and interactions between the two sources of historical understandings. Students representing a range of social studies achievement and ethnic backgrounds were selected from grade II classes in a large, urban, multicultural school. Classroom participant-observations and two in-depth interviews with each student provide the data. The students' patterns of historical understanding are analyzed with particular attention to the following elements: historical significance, historical evidence and authority, and historical agency, empathy, and moral judgment.The author suggests that family experiences and other sources of information outside school strongly influence the way in which students understand history. He explores some of the problems generated when the complexities of historical meaning making remain unrecognized in school social studies. Finally, the author suggests advantages, particularly in the multicultural classroom, of shaping curricular content and classroom activities to enable students to examine and build upon their prior historical knowledge.

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“…Such a shift could be modelled (at least for history courses) on the sort of epistemological changes experienced in the community of historians and social studies educators (Seixas 1993) and/ or on a consideration of recommendations made in the National History Standards documents. A shift would entail many things but most notably a move away from the standard textbook-dominated American history survey courses common in US schools.…”

Section: Resultsmentioning

confidence: 99%