The social studies for a postmodern age
| dc.contributor.author | Mohammed, Jeniffer | |
| dc.contributor.author | Keller, Carol | |
| dc.date.accessioned | 2010-04-15T20:06:22Z | |
| dc.date.available | 2010-04-15T20:06:22Z | |
| dc.date.issued | 2004 | |
| dc.description.abstract | The 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 study | en |
| dc.identifier.citation | Mohammed, J., and Keller, C. (2004). The social studies for a postmodern age. Caribbean Curriculum, 11, 57-69 | en |
| dc.identifier.issn | 1017-5636 | |
| dc.identifier.uri | https://hdl.handle.net/2139/6621 | |
| dc.language.iso | en | en |
| dc.publisher | School of Education, UWI, St. Augustine | en |
| dc.subject | Social studies | en |
| dc.subject | Caribbean | en |
| dc.title | The social studies for a postmodern age | en |
| dc.type | Article | en |