The Ideological Implications of Using “Educational” Film to Teach Controversial Events

References

• Apple, M. (2004). Ideology and curriculum (3rd ed.). New York: Routledge Falmer.
   Google Scholar
• Aufderheide, P. (1990). Good soldiers. In M. C. Miller (Ed.), Seeing through the movies (pp. 81–111). New York: Pantheon.
   Google Scholar
• Barton, K., & Levstik, L. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Bennett, J. (Writer), & Csaky, M. (Producer). (1995). Hiroshima: The decision to drop the bomb. The History Channel [Film.
   Google Scholar
• Bordwell, D. (1985). Narration in the fiction film. Madison: University of Wisconsin Press.
   Google Scholar
• Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cornbleth, C., & Waugh, D. (1995). The great speckled bird: Multicultural politics and education policymaking. New York: St. Martin’s.
   Google Scholar
• Cotton, D. (2006). Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational Research, 48(2), 223–241.
   Web of Science ®Google Scholar
• Couturié, B. (Writer, Director). (1987). Dear America: Letters home from Vietnam. HBO Productions [Film.
   Google Scholar
• Davis, D., & Davenport, C. (1997). The political and social relevancy of Malcolm X: The stability of African American political attitudes. The Journal of Politics, 59(2), 550–564.
   Web of Science ®Google Scholar
• Davis, N. Z. (2000). Slaves on screen: Film & historical vision. Cambridge, MA: Harvard University Press.
   Google Scholar
• Ellsworth, E. (1990). Educational films against critical pedagogy. In E. Ellsworth & M. Whatley (Eds.), Ideology of images in educational media: Hidden curriculums in the classroom (pp. 10–26). New York: Teachers College Press.
   Google Scholar
• Ellsworth, E. (1997). Teaching positions: Difference, pedagogy, and the power of address. New York: Teachers College Press.
   Google Scholar
• Ellsworth, E., & Whatley, M. (Eds.). (1990). Ideology of images in educational media: Hidden curriculums in the classroom. New York: Teachers College Press.
   Google Scholar
• Engle, S., & Ochoa, A. (1988). Education for democratic citizenship: Decision making in the social studies. New York: Teachers College Press.
   Google Scholar
• Epstein, T. (1997). Sociocultural approaches to young people’s historical understanding. Social Education, 61(1), 28–31.
   Google Scholar
• Erdman, B. (1990). The closely guided viewer: Form, style, and teaching in the educational film. In E. Ellsworth & M. Whatley (Eds.), Ideology of images in educational media: Hidden curriculums in the classroom (pp. 27–42). New York: Teachers College Press.
   Google Scholar
• Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245.
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
   Google Scholar
• Grant, S. G. (2001). It’s just the facts, or is it? An exploration of the relationship between teachers’ practices and students’ understanding of history. Theory and Research in Social Education, 29(1), 65–108.
   Google Scholar
• Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press.
   Google Scholar
• Hess, D. (2002). Teaching controversial public issues discussions: Learning from skilled teachers. Theory and Research in Social Education, 30(1), 10–41.
   Google Scholar
• Hess, D. (2004). Controversies about controversial issues in democratic education. PS: Politics and Society, 37(2), 267–261.
   Web of Science ®Google Scholar
• Hess, D. (2005). How do teachers’ political views influence teaching about controversial issues. Social Education, 69(1), 47–48.
   Google Scholar
• Hess, D. (2007). From Banished to Brother Outsider, Miss Navajo to An Inconvenient Truth: Documentary films as perspective-laden narratives. Social Education, 71(4), 194–199.
   Google Scholar
• Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
   Google Scholar
• Hess, D., McAvoy, P., Smithson, J., & Hwang, H. (2008, March). The nature, range, and impact of ideological diversity and teacher disclosure in high school democratic education courses. Paper presented at the annual meeting of the American Educational Research Association, New York.
   Google Scholar
• Kelly, T. E. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 19(2), 113–138.
   Google Scholar
• Ladson-Billings, G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies (pp. 1–11). Greenwich, CT: Information Age.
   Google Scholar
• Loewen, J. (1995). Lies my teacher told me: Everything your American History textbook got wrong. New York: Simon & Schuster.
   Google Scholar
• Marcus, A. (2005). “It is as it was”: Feature film in the history classroom. The Social Studies, 96(2), 61–67.
   Google Scholar
• Marcus, A. (2007). Students making sense of the past: “It’s almost like living the event.” In A. Marcus (Ed.), Celluloid blackboard: Teaching history with film (pp. 121–166). Charlotte, NC: Information Age.
   Google Scholar
• Marcus, A., & Stoddard, J. (2007). Tinseltown as teacher: Hollywood film in the high school history classroom. The History Teacher, 40(3), 303–330.
   Google Scholar
• Marcus, A., Paxton, R., & Meyerson, P. (2006). “The reality of it all”: History students read the movies. Theory and Research in Social Education, 34(3), 516–552.
   Google Scholar
• Meyerson, P., & Paxton, R. (2007). Stronger than the classroom: Movies, texts, and conceptual change (or lack thereof) amidst social-cultural groups. In A. Marcus (Ed.), Celluloid blackboard: Teaching history with film (pp. 167–186). Charlotte, NC: Information Age.
   Google Scholar
• Miles, M., & Huberman, A. (1984). Qualitative data analysis: A sourcebook of new methods. London: Sage.
   Google Scholar
• Miller-Lane, J., Denton, E., & May, A. (2006). Social studies teachers’ views on committed impartiality and discussion. Social Studies Research and Practice, 1(1), 30–44.
   Google Scholar
• Niemi, N., & Niemi, R. (2007). Partisanship, participations, and political trust as taught (or not) in high school history and government classes. Theory and Research in Social Education, 35(1), 32–61.
   Google Scholar
• Orner, M. (1990). Open-ended films, dead-end discussions: An ideological analysis of trigger films. In E. Ellsworth & M. Whatley (Eds.), Ideology of images in educational media: Hidden curriculums in the classroom (pp. 43–56). New York: Teachers College Press.
   Google Scholar
• Oulton, C., Day, V., Dillon, J., & Grace, M. (2004). Controversial issues: Teachers attitudes and practices in the context of citizenship education. Oxford Review of Education, 30(4), 489–507.
   Web of Science ®Google Scholar
• Parker, W. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.
   Google Scholar
• Rosenstone, R. A. (1995). Visions of the past: The challenge of film to our idea of history. Cambridge, MA: Harvard University Press.
   Google Scholar
• Rosenstone, R. A. (2006). History on film/film on history. Harlow, UK: Pearson.
   Google Scholar
• Seixas, P. (1994). Confronting the moral frames of popular film: Young people respond to historical revisionism. American Journal of Education, 102(3), 262–285.
   Google Scholar
• Smith, M. (1995). Engaging characters: Fiction, emotion, and the cinema. New York: Oxford University Press.
   Google Scholar
• Stake, R. E. (2000). Case studies. In N. K. Denzin and Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd eds, pp. 435–454). Thousand Oaks, CA: Sage.
   Google Scholar
• Thornton, S. (2004). Teaching social studies that matters: Curriculum for active learning. New York: Teachers College Press.
   Google Scholar
• Toplin, B. (1996). History by Hollywood : The use and abuse of the American past. Urbana: University of Illinois Press.
   Google Scholar
• Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
   Google Scholar
• Wineburg, S. (2001). Historical thinking and other unnatural acts; charting the future of teaching the past. Philadelphia: Temple University Press.
   Google Scholar
• Wineburg, S., Mosborg, S., Porat, D., & Duncan, A. (2007). Common belief and cultural curriculum: An intergenerational study of historical consciousness. American Education Research Journal, 44(1), 40–76.
   Web of Science ®Google Scholar