Resumo

CLARK, J. Spencer. The Development of Civic Education in the United States, 1880-1930: Continuity and/or Change (Bilingual edition: English/Portuguese). Cad. Hist. Educ. [online]. 2016, vol.15, n.1, pp.40-107. ISSN 1982-7806.  https://doi.org/10.14393/che-v15n1-2016-3.

Developing civic education in the United States was a complex curricular project, which captured the interest of many economic, social, political, and educational entities. One of civic education’s earliest defining periods was during the American Progressive-era. During this period, American cities and schools had to adapt to an influx in population, with immigrants coming from all over the world. This population influx caused fervor and debate over the curriculum, and provided impetus for making civic education a cornerstone of the primary and secondary social science curriculum. The debate over the civic education curriculum included primarily assimilationist and culturally pluralistic views regarding immigrant students. This article will consider these two views of civic education, with examples of two civic educators who represented each view and who forever shaped civic education in the United States. Implications for this article will focus on the lasting contributions of one of these educators, Laura Donnan.

Palavras-chave : Civic Education; Americanization; Cultural Pluralism; Social Studies Education; Citizenship.

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