Immediately after the events of September 11, 2001, there was a dramatic upsurge in exhibitions of patriotism, most generally in the form of flags prominently displayed on houses, storefronts, and automobiles. There also was a renewed zeal for inculcating patriotic feelings in children at public schools across the country. This paper, based on a study of teacher credential candidates at a large urban midwestern university, suggests that there may be a need to create a new discourse of patriotism. Such a project might integrate patriotism, the discourse on citizenship education, and the discourse of multicultural education, into a coherent whole. This new discourse on patriotism might, then, ground the emotionalism of patriotism in the responsibility of citizenship, employing the critical thought generated in discourses of multiculturalism.
References
1.
AppleM., and BeaneJ. (Eds.). (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.
2.
AronowitzS., and GirouxH. (1991). Postmodern education. Minneapolis: University of Minnesota Press.
3.
BahmuellerC. F. (1995). National standards for civics and government. In PatrickJ.J., and PinheyL.A. (Eds.), Resources on civic education for democracy: International perspectives yearbook (No. 1, pp. 95—96). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
4.
BanksJ. A. (1989). Multicultural education: Characteristics and goals. In BanksJ.A., and BanksC.A.M. (Eds.), Multicultural Education: Issues and Perspectives (pp. 2—26). Boston: Allyn & Bacon.
5.
BanksJ. A., and BanksC. A. M. (Eds.). (1995). Handbook of research on multicultural education. New York: MacMillan.
6.
BennettW. J. (1998). The place to harvest patriots. School Administrator, 55(5), 38.
7.
BigelowB. (1996). One country! One language! One flag!Rethinking Schools, 10(4), 7.
8.
BohanC. H., and DavisO. L.. (1998). Historical constructions: How social studies student teachers’ historical thinking is reflected in their writing of history. Theory & Research in Social Education, 26(2), 173—197.
CaryL. J. (2001). The refusals of citizenship: Normalizing practices in social education discourses. Theory and Research in Social Education, 29(3), 405—430.
11.
DeweyJ. (1916). Democracy and education. New York: Macmillan.
12.
Education Commission of the States. (2001). Character/citizenship education: Pledge of Allegiance. Denver, CO: Author.
13.
EngleS. H., and OchoaA. S. (1998). Education for democratic citizenship: Decision making in the social studies. New York: Teachers College Press.
14.
Federal Bureau of Investigation. (2002). Hate crime statistics. Washington, DC: Government Printing Office.
15.
FletcherM. A. (2002, July 15–21). A star-spangled disconnect: Many American students are “civic illiterates,” and it won't be easy to fix the problem. The Washington Post National Weekly Edition, 29.
16.
FullinwiderR. K. (1996). Patriotic history. In and and FullinwiderR.K. (Ed.), Public education in a multicultural society: Policy, theory, critique (pp. 203—227). Cambridge, UK: Cambridge University Press.
17.
GinzbergL. (1990). Women and the work of benevolence: Morality, politics, and class in the nineteenth-century United States. New Haven, CT: Yale University Press.
18.
GlasserI. (1992). Preserving our liberty: By law and example, school boards must govern within the scope of the Bill of Rights. American School Board Journal, 179(11), 22—26.
19.
GonzalesM. H., ReidelE., AveryP. G., and SullivanJ. L. (2001). Rights and obligations in civic education: A content analysis of the national standards for civics and government. Theory and Research in Social Education, 29(1), 109—128.
20.
GoodmanJ. (1992). Elementary schooling for critical democracy. Albany: State University of New York Press.
21.
HardyL. (2001). Common measures: What really matters to America. American School Board Journal, 188(12), 32—37.
22.
HessK. (1979). Community technology. New York: Harper & Row.
23.
HouserN. O., and KuzmicJ. J. (2001). Ethical citizenship in a postmodern world: Toward a more connected approach to social education for the twenty-first century. Theory and Research in Social Education, 29(3), 431—461.
24.
KincheloeJ. L., and SteinbergS. R. (1997). Changing multiculturalism. Philadelphia: Open University Press.
MarcianoJ. D. (1997). Civic illiteracy and education: The battle for the hearts and minds of American youth. New York: Peter Lang.
30.
MarcianoJ. D. (2001). Viewpoint: Civic illiteracy and education. Theory and Research in Social Education, 29(3), 532—540.
31.
McLarenP. L. (1997). Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. Boulder, CO: Westview.
32.
MerelmanR. M. (1996). Symbols as substance in national civics standards. PS: Political Science and Politics, 29, 53—56.
33.
Michigan State Board of Education. (1995). Some core democratic values of American constitutional democracy. Lansing, MI: Author.
34.
MilbankD. (2002, May 20–26). Learning about rights and responsibilities: Bush advisers push for a revival of civics classes in schools. The Washington Post National Weekly Edition, 31.
35.
National Assessment Government Board. (1996). Civics framework for the 1998 national assessment of educational progress (NAEP Civics Consensus Project). Washington, DC: U.S. Department of Education.
36.
National Center for Education Statistics. (2002). The nation's report card: U.S. history highlights, 2001 (NCES 2002–482). Washington, DC: U.S. Department of Education.
VailK. (2002). Lessons in democracy. American School Board Journal, 189(1), 14—18.
55.
WestheimerJ., and KahneJ. (2002, April). What kind of citizen? The politics of educating for democracy. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
56.
WillsJ. S. (2001). Missing in interaction: Diversity, narrative, and critical multicultural social studies. Theory and Research in Social Education, 29(1), 43—64.
