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Under fire: The national history sta...

Symcox, Linda Sharon.

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Under fire: The national history standards in the culture wars.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Under fire: The national history standards in the culture wars./
Author:	Symcox, Linda Sharon.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
Description:	216 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2410.
Contained By:	Dissertation Abstracts International60-07A.
Subject:	Education history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9939103
ISBN:	9780599404373

Under fire: The national history standards in the culture wars.
Symcox, Linda Sharon.

Under fire: The national history standards in the culture wars. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 216 p.

Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2410.

Thesis (Ph.D.)--University of California, Los Angeles, 1999.

This study examines how the National History Standards Project, NHSP, (1992--1996), became a major battleground in the nation's culture wars. The publication of the National Standards for History in 1994 launched an acrimonious public debate over how to teach our national past to K--12 students. This debate resonated in the press and the halls of Congress for eighteen months. This study charts the course of the NHSP, situating it in the context of the intellectual debates and political pressures that first gave rise to it, and ultimately brought about its demise. The Standards were grounded in recent historical scholarship, but challenged traditional conceptions of national history. In an effort to understand what was at stake in the controversy over them, this study traces the genealogy of the NHSP, from its origins as a neo-conservative reform movement for higher academic Standards during the 1980s, through the process of drafting the Standards in the early 1990s, to the controversy that erupted in 1994--1996.

ISBN: 9780599404373Subjects--Topical Terms:

3171959
Education history.

Under fire: The national history standards in the culture wars.
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100 1 $a Symcox, Linda Sharon. $3 3286508
245 1 0 $a Under fire: The national history standards in the culture wars.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1999
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2410.
500 $a Chair: James A. Catterall.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 1999.
520 $a This study examines how the National History Standards Project, NHSP, (1992--1996), became a major battleground in the nation's culture wars. The publication of the National Standards for History in 1994 launched an acrimonious public debate over how to teach our national past to K--12 students. This debate resonated in the press and the halls of Congress for eighteen months. This study charts the course of the NHSP, situating it in the context of the intellectual debates and political pressures that first gave rise to it, and ultimately brought about its demise. The Standards were grounded in recent historical scholarship, but challenged traditional conceptions of national history. In an effort to understand what was at stake in the controversy over them, this study traces the genealogy of the NHSP, from its origins as a neo-conservative reform movement for higher academic Standards during the 1980s, through the process of drafting the Standards in the early 1990s, to the controversy that erupted in 1994--1996.
520 $a Using the NHSP as a case study, this dissertation examines how educational policy was shaped by academics, politicians, and the media; how different groups used their positions to advance particular intellectual and ideological agendas, and how their efforts drove curricular policy. The study illuminates the mechanics of this major reform project, its internal dynamics, its twists and turns, and its political resonance. Its findings should broaden our overall understanding of how educational policy is made and contested. Any reform is beset by countervailing forces whose interplay largely negates the original intent. Thus the political context in which the reform is initiated and implemented is decisive. This case study serves to illuminate these countervailing forces and the political context in which they played out.
520 $a This dissertation follows the methods of intellectual history: the close analysis of the relevant texts. It is informed by various theoretical perspectives, but grounds them firmly in the empirical evidence provided by documentary sources. These range from the secondary literature on the culture wars, to primary documents from the NCHS archives, to newspaper and magazine articles.
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773 0 $t Dissertation Abstracts International $g 60-07A.
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