Learning Inclusion/Inclusion in Learning: Citizenship Education for a Pluralistic Society

• Autores: Kathy Bickmore
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 21, Vol. 4, 1993, págs. 341-384
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • Society is conflictual: pluralistic democracy in particular relies on conflict as a mechanism of change. To be incorporated as citizens, young people need skills and information for making decisions and solving problems; that is, for handling the conflicts that come up in society. This research analyzes two cases of implemented world studies curricula: the teachers followed the same district guidelines, but they made contrasting choices regarding how to involve their diverse students in social education. In the class taught by Ruth Murray,1 students “learned inclusion” by analyzing teacher-interpreted information about diverse cultures and ideologies. Sarah Gilbert's students were “included in learning” by taking conflicting viewpoints in response to social studies themes. Attention to conflict seemed to foster inclusion of some of the silent students found in both classes.