Teachers Understanding of the Pledge of Allegiance :: Patriotism Pledge of Allegiance Essays

Teachers Understanding of the Pledge of truenessIntroductionCurrent favorable context demands that we see people any as flag-waving patriots or traitorous war protesters. American social institutions concur back up this dichotomy by fostering a harbor from the complexity of the world situation since 9/11 come in, they have the appearance _or_ semblance to conjecture, and say a prayer for our country, sing the national anthem, recite the Pledge. These institutions hold out that familiar words act as aural blankets. We wrap ourselves with dictionary and cadences that soothe our souls, repeating words without thought. Although the custom had fallen off introductory to 9/11, a great many American public schools get under ones skin the school day by reciting the Pledge of committal. The recitation of a yell to support the flag and the country it represents constitutes an oath that is said by some every student and teacher daily. We are concerned that the recitation of the drink in has gone unexamined by both teacher and student. While it may be acceptable for religious institutions to demand oath without analysis, public schools should be and are held to a different standard. Fostering the critical analysis of the documents that have supported our country is part of the rights and responsibilities of the American school system and those whom it employs.In this paper, we allow for begin the process of exploring what actually happens to the recitation and analysis of the Pledge of Allegiance in public schools. Our primary question for this initial work is What do teachers think about the Pledge as it is used in their schoolroom?BackgroundResearch on the Pledge of Allegiance. In the last 30 years, there has been surprisingly little study of this particular ritual in democratic participation. The majority of this work tends to focus on the legal issues concerning refusal to say the Pledge (Knowles, 1992 Urofsky, 1995). This work effectiv ely summarizes the current legal understanding of the kin between state law and local school governance, that while states have a compelling interest to encourage democratic study in schools, their ability to mandate such participation is effectively limited by the Constitutional obligation to protect freedom of religion (Minersville School soil v. Gobitis, 1940 Urofsky, 1995). In addition, there was a small cluster of studies that occurred around the U.S. centenary examining how the Pledge was being used in the context of democratic education (c.