Whose America?: Culture Wars in the Public Schools

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Harvard University Press, Nov 30, 2005 - Education - 317 pages
What do America's children learn about American history, American values, and human decency? Who decides? In this absorbing book, Jonathan Zimmerman tells the dramatic story of conflict, compromise, and more conflict over the teaching of history and morality in twentieth-century America. In history, whose stories are told, and how? As Zimmerman reveals, multiculturalism began long ago. Starting in the 1920s, various immigrant groups--the Irish, the Germans, the Italians, even the newly arrived Eastern European Jews--urged school systems and textbook publishers to include their stories in the teaching of American history. The civil rights movement of the 1960s and '70s brought similar criticism of the white version of American history, and in the end, textbooks and curricula have offered a more inclusive account of American progress in freedom and justice. But moral and religious education, Zimmerman argues, will remain on much thornier ground. In battles over school prayer or sex education, each side argues from such deeply held beliefs that they rarely understand one another's reasoning, let alone find a middle ground for compromise. Here there have been no resolutions to calm the teaching of history. All the same, Zimmerman argues, the strong American tradition of pluralism has softened the edges of the most rigorous moral and religious absolutism.
 

Contents

Ethnicity and the History Wars
15
Struggles over Race and Sectionalism
34
Social Studies Wars in New Deal America
57
The Cold War Assault on Textbooks
83
Black Activism White Resistance and Multiculturalism
109
GOD IN THE SCHOOLS
133
Religious Education in Public Schools
137
School Prayer and the Conservative Revolution
162
The Battle for Sex Education
188
Searching for Common Ground
215
Abbreviations
233
Notes
235
Acknowledgments
297
Index
299
Copyright

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About the author (2005)

Jonathan Zimmerman is Professor of Education and History at the Steinhardt School of Education and in the Graduate School of Arts and Sciences at New York University. He spent two years as a teacher with the Peace Corps in Nepal.

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