The social studies for a postmodern age

dc.contributor.authorMohammed, Jeniffer
dc.contributor.authorKeller, Carol
dc.date.accessioned2010-04-15T20:06:22Z
dc.date.available2010-04-15T20:06:22Z
dc.date.issued2004
dc.description.abstractThe social studies has remained an enigma for most of its existence. In rhetoric it is highly regarded; in the lived reality of schools it is perceived as a "soft option." This article traces its origins and development in different contexts, and the epistemological debates and conundrums that still obscure what a study of the social is. The politics of knowledge illuminates its low status in organizational settings such as schools. A case is made for a return to the foundational principles espoused by social theorists, who see a study of the social as essentially that of being human. This knowledge is vitally important in a postmodern age where contradiction and fragmentation are increasingly the norm. Finally, it is shown that the Human Development Paradigm rests squarely on a deeper appreciation of the social, which can come from a reformulated social studyen
dc.identifier.citationMohammed, J., and Keller, C. (2004). The social studies for a postmodern age. Caribbean Curriculum, 11, 57-69en
dc.identifier.issn1017-5636
dc.identifier.urihttps://hdl.handle.net/2139/6621
dc.language.isoenen
dc.publisherSchool of Education, UWI, St. Augustineen
dc.subjectSocial studiesen
dc.subjectCaribbeanen
dc.titleThe social studies for a postmodern ageen
dc.typeArticleen

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