Literaturnachweis - Detailanzeige
| Autor/in | Edmondson, Dylan |
|---|---|
| Titel | Toward an Inclusive World History: Pre-Service Teachers and the Curricular Gate |
| Quelle | In: Social Studies, 114 (2023) 5, S.205-215 (11 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Edmondson, Dylan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0037-7996 |
| DOI | 10.1080/00377996.2023.2166006 |
| Schlagwörter | World History; Inclusion; History Instruction; Curriculum Development; Preservice Teachers; Teacher Education Programs; State Standards; World Affairs; Social Studies; Course Content; Cultural Pluralism; Undergraduate Students; Tennessee |
| Abstract | World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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