Preservice teachers and the patriotism of the 1619 and 1776 history narratives

Abstract

Purpose

Preservice teachers (n = 39) described their definitions of patriotism and to what extent they believed statements from The 1619 Project (2019) and The 1776 Commission Report (2021) were patriotic.

Design/methodology/approach

This study employed a mixed-method survey including open-ended prompts requesting participants’ descriptions of patriotism and Likert scale prompts asking participants to agree/disagree with deidentified statements from The 1619 Project and the 1776 Commission Report. In vivo words reflecting emotional responses to patriotism and the statements informed the categorization process in a second round of coding.

Findings

Four categories of patriotism definition were identified. Identified were relationships between groups’ conceptualizations of patriotism and whether statements from history narratives were viewed as patriotic.

Originality/value

This article contributes to the field by exploring the intersectionality of the concept of patriotism with competing narratives regarding the foundation and growth of the United States.

Citation

Wellenreiter, B.R., Zhao, X. and Lucey, T. (2024), "Preservice teachers and the patriotism of the 1619 and 1776 history narratives", Social Studies Research and Practice, Vol. 19 No. 3, pp. 351-364. https://doi.org/10.1108/SSRP-12-2023-0073