Intersections of Preservice Teachers' Feelings Toward "Patriotism" With Teaching Competing Historical Narratives

• In Event: Sheraton Roundtable Session Four
  In Roundtable Session: Critical Curricular Orientations in Social Studies Teacher Education (Table 7)

Abstract

Drawing on the perspective that patriotism means both emotions and actions, we attempt to understand preservice social studies teachers’ emotional responses to the word “patriotism” and to competing historical narratives from the 1619 Project and the President’s Advisory 1776 Commission. We also examine the intersection of their “patriotism” and history pedagogies. Using a mixed-method approach, we find that preservice teachers (n=55) described their emotional responses to the word “patriotism” and described historical events they viewed as patriotic. Emotionally negative responses aligned with critical views of the founding of the United States. Emotionally positive responses aligned with dichotomic “true/false” descriptions of facts regarding the founding of the United States. We discuss implications for teacher educators and reseachers.

Authors

• Xiaoying Zhao, Illinois State University
  Presenting Author

• Benjamin R Wellenreiter, Illinois State University
  Presenting Author

• Thomas A. Lucey, Illinois State University
  Presenting Author