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Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: 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. Buchnummer des Verkäufers

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Inhaltsangabe: 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.

About the Author: 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).

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Buchbeschreibung University of Massachusetts Press. Buchzustand: Used - Like New. Fine. Paperback. 2014. Originally published at $28.95. Buchnummer des Verkäufers W96405

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Buchbeschreibung University of Massachusetts Press, United States, 2014. Paperback. Buchzustand: New. Language: English . Brand New Book. 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. Buchnummer des Verkäufers POW9781625341242

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Buchbeschreibung University of Massachusetts Press, United States, 2014. Paperback. Buchzustand: New. Language: English . Brand New Book. 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. Buchnummer des Verkäufers POW9781625341242

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Buchbeschreibung University of Massachusetts Press. PAPERBACK. Buchzustand: Fine. 1625341245 Like New. Buchnummer des Verkäufers Z1625341245Z1

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Buchbeschreibung University of Massachusetts Press. PAPERBACK. Buchzustand: New. 1625341245 New. Buchnummer des Verkäufers Z1625341245ZN

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Buchbeschreibung Massachusetts, 2014. Trade Paperback. Buchzustand: Very Good. Very good pbk, 8vo. Buchnummer des Verkäufers 139512

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Buchbeschreibung University of Massachusetts Press, 2014. Paperback. Buchzustand: As New. Text clean and tight; Studies in Print Culture and the History of the Book; 9.10 X 6.10 X 1.10 inches; 336 pages. Buchnummer des Verkäufers 155751

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Buchbeschreibung University of Massachusetts Press, 2014. PAP. Buchzustand: New. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Buchnummer des Verkäufers CE-9781625341242

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