学校结构与课程选择:宗教与世俗学校的社会学课堂

IF 0.4 0 RELIGION Religion & Education Pub Date : 2022-04-03 DOI:10.1080/15507394.2022.2059316
J. Shekitka
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引用次数: 1

摘要

本文来自对美国一个主要大都市地区的三所学校(一所公立学校、一所天主教学校和一所伊斯兰学校)的社会研究教师进行的一系列定性访谈和观察,因为他们在各自学校背景的现实中努力理解成为一名社会研究教师意味着什么,并试图理解影响他们工作的更大的社会力量。本文提出了以下几点分析:(1)校长和学校董事会在塑造伊斯兰学院学校文化中的作用。(2)天主教教育中教区学校和私立学校之间的重要区别(3)公立学校的教师在他们的社会研究课堂上更广泛地参与宗教和有争议问题的方式,考虑到他们对更广泛的“社区”的义务;(4)如何超越etic和emic可以提供对社会研究教师工作的更细致入微的理解。
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School Structures and Curricular Choices: The Social Studies Classroom in Religious and Secular Schools
Abstract This article is drawn from a set of qualitative interviews and observations with social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States, as they grapple with what it means to be a social studies teacher given the realities of their individual school contexts, and attempt to understand the larger social forces that impact their work. This article presents the following points of analysis: (1) The role of the principal and the school board in shaping school culture at an Islamic academy. (2) The important distinction between parochial and independent schools in Catholic education (3) The ways that teachers in public schools engage with religion and controversial issues more broadly in their social studies classrooms, given their obligations to a broader “community” and (4) How moving beyond the etic and emic can provide a more nuanced understanding of the work of social studies teachers.
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CiteScore
1.30
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0.00%
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16
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