A01=Gregory M. Pfitzer
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alternative history instruction
anti-progressive schooling narratives
antiquated pedagogy critique
Author_Gregory M. Pfitzer
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Category1=Non-Fiction
Category=DSY
Category=JBCT
Category=JFD
Category=KNTP
Category=KNTP1
child-focused moral instruction
childhood concept evolution
collective memory guardianship
conceptions of innocence debates
conservative education publishing
contested history narratives
COP=United States
cultural reproduction through schooling
culture war pedagogy
curriculum authenticity claims
curriculum decision ethics
curriculum gatekeeping
curriculum identity politics
curriculum ideology exposure
Delivery_Delivery within 10-20 working days
education culture conflicts
education reform resistance
educational nostalgia politics
eq_bestseller
eq_biography-true-stories
eq_business-finance-law
eq_isMigrated=0
eq_isMigrated=2
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eq_non-fiction
eq_society-politics
heritage-based teaching materials
historic textbook revival
historical canon disputes
historical literacy anxieties
historical objectivity debates
history teaching philosophy
homeschool curriculum debates
ideological classroom influences
ideological imprinting concerns
inherited educational narratives
instruction method evolution
instructional philosophy conflicts
Language_English
legacy textbook analysis
memory politics in education
narrative authority in education
nineteenth century didactic texts
normative childhood shaping
PA=Available
parental curriculum control
partisan curriculum marketing
past-forging pedagogy
pedagogical lineage studies
pedagogical strategy contrasts
Price_€20 to €50
PS=Active
revisionist pedagogy concerns
social studies backlash
softlaunch
textbook borrowing practices
textbook heritage marketing
textbook historiography
textbook republication trends
traditionalist learning movements
Product details
- ISBN 9781625341242
- Weight: 520g
- Dimensions: 154 x 242mm
- Publication Date: 14 Oct 2014
- Publisher: University of Massachusetts Press
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Recently publishers on the Christian Right have been reprinting nineteenth-century children’s history books and marketing them to parents as “anchor texts” for homeschool instruction. Why, Gregory M. Pfitzer asks, would books written more than 150 years ago be presumed suitable for educating twenty-first-century children? The answer, he proposes, is that promoters of these recycled works believe that history as a discipline took a wrong turn in the early twentieth century, when progressive educators introduced social studies methodologies into public school history classrooms, foisting upon unsuspecting and vulnerable children ideologically distorted history books.
In History Repeating Itself, Pfitzer tests these assertions by scrutinizing and contextualizing the original nineteenth-century texts on which these republications are based. He focuses on how the writers borrowed from one another to produce works that were similar in many ways yet differed markedly in terms of pedagogical strategy and philosophy of history. Pfitzer demonstrates that far from being non-ideological, these works were rooted in intense contemporary debates over changing conceptions of childhood.
Pfitzer argues that the repurposing of antiquated texts reveals a misplaced resistance to the idea of a contested past. He also raises essential philosophical questions about how and why curricular decisions are shaped by the “past we choose to remember” on behalf of our children.
In History Repeating Itself, Pfitzer tests these assertions by scrutinizing and contextualizing the original nineteenth-century texts on which these republications are based. He focuses on how the writers borrowed from one another to produce works that were similar in many ways yet differed markedly in terms of pedagogical strategy and philosophy of history. Pfitzer demonstrates that far from being non-ideological, these works were rooted in intense contemporary debates over changing conceptions of childhood.
Pfitzer argues that the repurposing of antiquated texts reveals a misplaced resistance to the idea of a contested past. He also raises essential philosophical questions about how and why curricular decisions are shaped by the “past we choose to remember” on behalf of our children.
Gregory M. Pfitzer is professor of American studies at Skidmore College and author, most recently, of Popular History and the Literary Marketplace, 1840–1920 (University of Massachusetts Press, 2008).
