| Summary: | This thesis explores the ideology of content in social studies texts. An investigation of tensions underlying Canadian society illustrates diverse points of view which need to be addressed through schooling. A major vehicle for transmitting views of society is found in the content of social studies. Examination of perspectives concerning the relationship of school and society reveals the need for critical analysis of assumptions contained in social studies content.
Citizenship education is considered a central purpose of the social studies. This presumes that social attitudes are promoted through the content of schooling. The view of society that is transmitted to students orients the premises of schooling and definitions of citizenship. Two views regarding the nature and needs of society are described as consensus and pluralism. Interpreted as educational aims, these social views correspond to adaptive and reconstructive orientations to curriculum. Postulated as an extension of the reconstructive orientation, the study develops a conceptual framework rooted in the tradition of critical inquiry. This framework employs three dimensions of content referred to* as social conflict, social discourse and social knowledge. Results of the study indicate that the three dimensions of the framework are adequately addressed in the five textbooks of the study. In particular areas, however, the texts tend to support a consensus view of society, particularly where ideals concerning social progress, social membership and social organization are concerned.
Implications arising from the study explore possibilities for working creatively with questions and concerns of critical inquiry. The study suggests that if the central purpose of Canadian social studies is citizenship education, then the content of schooling must reflect tensions that result from a plurality of interests and value positions. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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