Using Ambiguity and Entertainment to Win Compliance in a Lower-Level US History Class

Autor/in	Pace, Judith L.
Titel	Using Ambiguity and Entertainment to Win Compliance in a Lower-Level US History Class
Quelle	In: Journal of Curriculum Studies, 35 (2003) 1, S.83-110 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Figurative Language; Educational Objectives; United States History; High Schools; Student Motivation; Case Studies; Anti Intellectualism; Teacher Effectiveness; Intellectual Freedom; Role of Education; Secondary School Curriculum; Course Content; Power Structure; Teacher Student Relationship; Classroom Techniques; Teacher Expectations of Students; Self Concept + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; High school; Oberschule; Schulische Motivation; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Akademische Freiheit; Intellektuelle Unabhängigkeit; Bildungsauftrag; Kursprogramm; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Selbstkonzept
Abstract	This paper examines the dynamics of authority relationships and curriculum enactment in a lower-level, college-preparatory US History class. It explains how a teacher and his students construct a relaxed order shaped by uncertain educational goals, the use of entertainment, and students' wants. Ambiguity and entertainment in the teacher's practise signal tensions within the school's moral order, and reflect the values of egalitarianism, individualism, and anti-intellectualism. This approach wins compliance and popularity; it also perpetuates ambivalence towards schooling and low investment in educational aims. (Contains 9 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10