Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum
| dc.contributor.advisor | Carter, Katherine | en |
| dc.contributor.author | Tejeda, Victoria Alexandria | |
| dc.creator | Tejeda, Victoria Alexandria | en |
| dc.date.accessioned | 2015-10-02T01:16:19Z | en |
| dc.date.available | 2015-10-02T01:16:19Z | en |
| dc.date.issued | 2015 | en |
| dc.identifier.citation | Tejeda, Victoria Alexandria. (2015). Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum (Bachelor's thesis, University of Arizona, Tucson, USA). | |
| dc.identifier.uri | http://hdl.handle.net/10150/579066 | en |
| dc.description.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. | |
| dc.language.iso | en_US | en |
| dc.publisher | The University of Arizona. | en |
| dc.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. | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.title | Studying Social Studies: Using Personal Narratives to Explore the Shifting Social Studies Curriculum | en_US |
| dc.type | text | en |
| dc.type | Electronic Thesis | en |
| thesis.degree.grantor | University of Arizona | en |
| thesis.degree.level | bachelors | en |
| thesis.degree.discipline | Honors College | en |
| thesis.degree.discipline | Elementary Education | en |
| thesis.degree.name | B.A. | en |
| refterms.dateFOA | 2018-07-15T00:48:31Z | |
| html.description.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. |
