The social studies for a postmodern age
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
| Main Authors: | , |
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| Format: | Article biblioteca |
| Language: | English |
| Published: |
School of Education, UWI, St. Augustine
2004
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| Subjects: | Social studies, Caribbean, |
| Online Access: | http://hdl.handle.net/2139/6621 |
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