Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum

Persistent Link:
http://hdl.handle.net/10150/579066
Title:
Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum
Author:
Tejeda, Victoria Alexandria
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The social studies curriculum has been shifting and developing since the inception of the subject itself. Current trends continue to move toward more inclusion of previously excluded cultures, religions, and experiences, as well as a more student-centered curriculum. This has not been a smooth transition, however, as some attempts continue to seem inadequate and others are met with continued conservative backlash. This thesis examines this shifting curriculum through the lens of well-remembered events from time spent as a student and a student teacher in social studies classrooms. An analysis of these experiences and related literature leads to an investigation of the possible implications for teachers and teacher education programs.
Type:
text; Electronic Thesis
Degree Name:
B.A.
Degree Level:
bachelors
Degree Program:
Honors College; Elementary Education
Degree Grantor:
University of Arizona
Advisor:
Carter, Katherine

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleStudying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculumen_US
dc.creatorTejeda, Victoria Alexandriaen
dc.contributor.authorTejeda, Victoria Alexandriaen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThe social studies curriculum has been shifting and developing since the inception of the subject itself. Current trends continue to move toward more inclusion of previously excluded cultures, religions, and experiences, as well as a more student-centered curriculum. This has not been a smooth transition, however, as some attempts continue to seem inadequate and others are met with continued conservative backlash. This thesis examines this shifting curriculum through the lens of well-remembered events from time spent as a student and a student teacher in social studies classrooms. An analysis of these experiences and related literature leads to an investigation of the possible implications for teachers and teacher education programs.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.A.en
thesis.degree.levelbachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplineElementary Educationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorCarter, Katherineen
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