Divergent perspectives on citizenship education: A Q-method study and survey of social studies teachers

被引：51

作者：

Anderson, C ^{[1
]}

Avery, PG ^{[1
]}

Pederson, PV ^{[1
]}

Smith, ES ^{[1
]}

Sullivan, JL ^{[1
]}

机构：

[1] UNIV MINNESOTA, DEPT CURRICULUM & INSTRUCT, MINNEAPOLIS, MN 55455 USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 1997年 / 34卷 / 02期

关键词：

D O I：

10.3102/00028312034002333

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explored the views of contemporary social studies teachers on citizenship education. Q-technique was used to discern the principal conceptions held by teachers in two small samples. Minnesota teachers held three perspectives (cultural pluralism, communitarianism, and legalism) and teachers nationally held four perspectives (critical thinking, legalism, cultural pluralism, and assimilationism). Analysis of a large national sample survey of social studies teachers allows us to ascertain the popularity of each perspective generally and the characteristics of teachers who hold each perspective. Implications for citizenship education in a multicultural society are discussed.

引用

页码：333 / 364

页数：32