World History courses, where the topic of Islam is most commonly taught, vary greatly across U.S. public schools. While a neoliberal ethos dictates international economic mobility for a professional class, it also demands a focus on American supremacy (Giroux, 2002). The conversation of how World History should be taught in schools is not simply a deliberation involving educators who decide what students ought to know to be considered educated. What gets taught in schools is informed by “the culture wars” (Zimmerman, 2002) determining the imaginary nature of “Americans” and “America.” The World History curriculum taught in K-12 settings, therefore, is generally what Ross Dunn describes as an approach “particularly concerned about history and social science standards as expressions of national values and purpose”
Source: Academia.edu
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