Americanization, Schools, and Educators

Abstract

Americanization has served as a pedagogical and curricular practice in American schools since the development of public schools.  Its purpose has been to advance a socialization process to solidify national identity, including republicanism, democratic practices, values, commitment to freedom and liberty, and the development of loyalty and belonging.  It has taken multiple competing discourse-practices, including acculturalization, deculturalization, enculturation, and multiculturalism. These practices have co-existed and have expected educators to be central in such a process. Grounded on sociohistorical lenses, this paper explores and explains these processes.