{"title":"文化的政治","authors":"Abbie R. Strunc","doi":"10.46303/JCVE.02.01.6","DOIUrl":null,"url":null,"abstract":"Using Van Dijk’s sociocognitive theory as a framework for discourse analysis, the state-mandated standards were examined to determine how the educational culture is impacted by the social studies curriculum. The process to revise the curriculum in Texas is highly politicized and outside interest groups, such as Mel and Norma Gabler’s Educational Research Analysts, have inserted their own cultural perspective over the last 50 years. The article considers the impact of this influence and discusses the norms and power structures produced. \n Keywords: discourse analysis, social studies, Texas, culture","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"32 3 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"The Politics of Culture\",\"authors\":\"Abbie R. Strunc\",\"doi\":\"10.46303/JCVE.02.01.6\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Using Van Dijk’s sociocognitive theory as a framework for discourse analysis, the state-mandated standards were examined to determine how the educational culture is impacted by the social studies curriculum. The process to revise the curriculum in Texas is highly politicized and outside interest groups, such as Mel and Norma Gabler’s Educational Research Analysts, have inserted their own cultural perspective over the last 50 years. The article considers the impact of this influence and discusses the norms and power structures produced. \\n Keywords: discourse analysis, social studies, Texas, culture\",\"PeriodicalId\":142332,\"journal\":{\"name\":\"Journal of Culture and Values in Education\",\"volume\":\"32 3 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-05-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Culture and Values in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46303/JCVE.02.01.6\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Culture and Values in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46303/JCVE.02.01.6","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Using Van Dijk’s sociocognitive theory as a framework for discourse analysis, the state-mandated standards were examined to determine how the educational culture is impacted by the social studies curriculum. The process to revise the curriculum in Texas is highly politicized and outside interest groups, such as Mel and Norma Gabler’s Educational Research Analysts, have inserted their own cultural perspective over the last 50 years. The article considers the impact of this influence and discusses the norms and power structures produced.
Keywords: discourse analysis, social studies, Texas, culture
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