Geographic education, globalization, and changing conceptions of citizenship in American schools: 1950--2005.

摘要

This study set out to better understand the links between geography and citizenship in K-12 American education, how these have changed in the post-Second World War period, and in particular why the subject has emphasized these links since the 1980s. Content analysis was conducted on eighteen high school world geography textbooks from 1950 to 2005; twelve geography teachers and five textbook authors were interviewed; state/national geography and social studies standards were analyzed; and changes to the meaning and nature of citizenship and citizenship education were evaluated. Five significant changes to high school world geography were noted over the period 1950 to 2005: the decline of national orientation/homogenous national culture and a greater focus on world regions and a multicultural America; a decreasing focus on economic production and a greater emphasis upon consumption; the accentuation of values clarification as an approach to citizenship education with respect to a mastery of theoretical concepts approach; an increasing coverage of basic or prevocational skills; and, a standardization of format and content in textbooks. Most of these changes have facilitated geography's contribution to the new cosmopolitan citizenship model which emphasizes links between the local and global scales, the politics of consumption and non-traditional forms of political action (including the constitution of identity), an inclusive model of citizenship in place of an exclusive model, and discusses many socio-political problems from a global perspective rather than that of national self-interest. Nevertheless, some teachers and several state social studies standards still advocate the traditional, national model of citizenship, resulting in some conflicting attitudes and documentation regarding geography's contribution to citizenship education. Some of the above changes reflect material shifts in society or changes in American socio-political perspective, such as a greater international focus. Others mirror developments in pedagogic thought, including the trend towards attitude-related learning. Finally, changes to the textbooks production process account for further change, especially the standardization of approach. Positive implications include the shift away from a unidirectional nationalist approach to geography. However, concern is expressed that geography being used for socio-political objectives to the detriment of student mastery of the subject.