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作者 Brunner, Lynn Marie
書名 Being American, being free: Images of America, American identity, and the students at St. Mary's Catholic high school for girls
國際標準書號 0493968237
book jacket
說明 161 p
附註 Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4270
Major Professor: Catherine Cornbleth
Thesis (Ph.D.)--State University of New York at Buffalo, 2003
This study sought to determine if the wider societal debate over multicultural curriculum in the schools, part of the "culture wars" of the 1990's, made itself felt within the curriculum and school culture of a Catholic high school for girls. The study asked: What were the images of America conveyed by curriculum and school culture at St. Mary's, a private Catholic high school for girls?; What, if anything, did these students make of the images conveyed by the curriculum and school culture in constructing a national identity?; and, What other sources might influence the national identities these girls construct? Qualitative research methods, including in-depth interviews, observations, and content analysis, were used
One clear image of America emerged from social studies, religion, and English classes: America and Americans are good---that is, strong, magnanimous and justice-loving. Students narrated images of freedom, strength and magnanimity, and social conflict, which were largely credited to school. Students also credited television with providing images of American greatness, privilege, and problems. Despite any critique of America students articulated, to be American meant to be free, free in an individual sense, to do and be whatever they wished. Cultural diversity was regarded positively as a result of and contributing to freedom. The narrative of American Exceptionalism remains largely intact for these students
School code: 0656
DDC
Host Item Dissertation Abstracts International 63-12A
主題 Education, Sociology of
Education, Bilingual and Multicultural
Education, Curriculum and Instruction
Education, Secondary
0340
0282
0727
0533
Alt Author State University of New York at Buffalo
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