Abstract:This study examines how preservice social studies teachers (n=84) conceptualize debates regarding Public Displays of History (PDH) such as monuments and building names.Participants describe PDH as important venues for learning history but view them as incomplete, often biased, sources of information. When determining whether removal or alteration is appropriate, participants stress current interpretation of the subject's deeds, original overt and tacit intent of the creators of the PDH, broad societal values a… Show more
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