"Civics" in American Schools
In: Government & opposition: an international journal of comparative politics, Band 35, Heft 1, S. 122
ISSN: 0017-257X
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In: Government & opposition: an international journal of comparative politics, Band 35, Heft 1, S. 122
ISSN: 0017-257X
In: The annals of the American Academy of Political and Social Science, Band 588, S. 52-72
ISSN: 1552-3349
How is Islam taught in American schools? Teaching Islam to young Americans is a relatively recent phenomenon. The Israeli-Arab conflict shaped the contours of the study of Islam with images & stereotypes inherited from the Crusades & Colonialism. Islam has been taught not as an essential ingredient of the World History but through the political conflicts of Israelis & Arabs as well as the American global agenda within which Qaddafi, Hafez al-Asad, & Ayatullah Khomeini emerged as the representatives of Islam. The Muslim population in America grew dramatically in the twentieth century, & curriculum was devised to include Islam without disturbing the unitary narrative of Western Civilization: The textbooks disconnect Islam from the Judeo-Christian tradition even as they emphasize how Islam borrowed from Jewish & Christian scriptures. Textbook writers portrayed Islam in light of the Arab nomadic society & the life of the Prophet of Islam while deliberately downplaying the Abrahamic legacy in Islam. 39 References. [Copyright 2003 Sage Publications, Inc.]
In: The annals of the American Academy of Political and Social Science, Band 588, Heft 1, S. 52-72
ISSN: 1552-3349
How is Islam taught in American schools? Teaching Islam to young Americans is a relatively recent phenomenon. The Israeli-Arab conflict shaped the contours of the study of Islam with images and stereotypes inherited from the Crusades and Colonialism. Islam has been taught not as an essential ingredient of the World History but through the political conflicts of Israelis and Arabs as well as the American global agenda within which Qaddafi, Hafez al-Asad, and Ayatullah Khomeini emerged as the representatives of Islam. The Muslim population in America grew dramatically in the twentieth century, and curriculum was devised to include Islam without disturbing the unitary narrative of Western Civilization: The textbooks disconnect Islam from the Judeo-Christian tradition even as they emphasize how Islam borrowed from Jewish and Christian scriptures. Textbook writers portrayed Islam in light of the Arab nomadic society and the life of the Prophet of Islam while deliberately downplaying the Abrahamic legacy in Islam.
In: Government & opposition: an international journal of comparative politics, Band 35, Heft 1, S. 122-125
ISSN: 0017-257X
In: Social studies: a periodical for teachers and administrators, Band 82, Heft 5, S. 172-175
ISSN: 2152-405X
In: Sociological analysis: SA ; a journal in the sociology of religion, Band 51, Heft 3, S. 235
ISSN: 2325-7873
In: Current History, Band 26, Heft 5, S. 669-675
ISSN: 1944-785X
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 13, Heft 2, S. 204
ISSN: 2167-6437
In: International journal of academic research, Band 5, Heft 3, S. 87-92
ISSN: 2075-7107
"The American School of Empire considers how an American idea of empire evolved in the 1790s and would shape and be shaped by the literature and art of the early US. Hamilton's introductory essay suggests that empire was as important to the foundation of the US as concepts like democracy, freedom, nation, and republic. This book thus begins from the premise that the history of empire in the United States can be traced back to the inception of the country, if not earlier. It contends that the United States was conceived as an empire, culturally, politically, and legally. Empire, as a broad theory for organizing not only the state but also the understanding of difference and the relationship to space, in other words, was a crucial conceptual frame shaping the culture of the early US"--Provided by publisher
In: Review of international political economy, Band 16, Heft 1, S. 6-33
ISSN: 1466-4526
In: Children & Schools, Band 14, Heft 3, S. 153-159
ISSN: 1545-682X
In: Policy studies journal: an international journal of public policy, Band 7, Heft 2, S. 219-224
ISSN: 0190-292X
The lowered importance of desegregation has been accompanied by a growth of several means of discrimination, eg, special education programs, classroom assignments, differential punishment practices, & demotion of black school personnel. These forms of discrimination are widespread in the South, but occur nationwide. Policies of this type continue to define minorities as inferior. 1 Table. W. H. Stoddard.
In: American anthropologist: AA, Band 41, Heft 2, S. 344-344
ISSN: 1548-1433