The Social Studies Curriculum: Purposes, Problems, and Possibilities, Third Edition (Google eBook)

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E. Wayne Ross
SUNY Press, Feb 1, 2012 - Education - 368 pages
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The third edition of The Social Studies Curriculum thoroughly updates the definitive overview of the primary issues teachers face when creating learning experiences for students in social studies. By connecting the diverse elements of the social studies curriculum—history education, civic, global, and social issues—the book offers a unique and critical perspective that separates it from other texts in the field. This edition includes new work on race, gender, sexuality, critical multiculturalism, visual culture, moral deliberation, digital technologies, teaching democracy, and the future of social studies education. In an era marked by efforts to standardize curriculum and teaching, this book challenges the status quo by arguing that social studies curriculum and teaching should be about uncovering elements that are taken for granted in our everyday experiences, and making them the target of inquiry.
  

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Contents

1 THE STRUGGLE FOR THE SOCIAL STUDIES CURRICULUM
17
2 TEACHING HISTORY A CONSTRUCTIVIST APPROACH
37
3 OPPRESSION ANTIOPPRESSION AND CITIZENSHIP EDUCATION
51
SOCIAL STUDIES IN THE WORLD OF 2056
77
INFLUENCE OF AND RESISTANCE TOCURRICULUM STANDARDS AND TESTING IN SOCIAL STUDIES
99
6 RACISM PREJUDICE AND THE SOCIAL STUDIES CURRICULUM
115
A POSTSOCIAL STUDIES REALITY CHECK
137
8 MARXISM AND CRITICAL MULTICULTURAL SOCIAL STUDIES
157
SOCIAL EDUCATION AND DIGITAL TECHNOLOGY
241
ADDRESSING LESBIAN GAY BISEXUALAND TRANSGENDER LGBTISSUES IN SOCIAL STUDIES CURRICULUM
255
YOUNG CHILDREN AND MORAL DELIBERATION
265
15 DECOLONIZING THE MIND FORWORLDCENTERED GLOBAL EDUCATION
283
WHAT SCHOOLS NEED TO DO
297
17 REMAKING THE SOCIAL STUDIES CURRICULUM
319
CONTRIBUTORS
333
NAME INDEX
341

WHATS THE PROBLEM?
171
10 STRUGGLING FOR GOOD ASSESSMENT IN SOCIAL STUDIES EDUCATION
197
11 READING PICTURES OF PEOPLE
217

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Page 6 - We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all. But in general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions. And these habitudes which lie below the level of reflection are just those which have been formed in the constant give and take of relationship with...

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About the author (2012)

E. Wayne Ross is Professor of Curriculum Studies at the University of British Columbia. He has written and edited many books, including (with Jeffrey W. Cornett and Gail McCutcheon) Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research, also published by SUNY Press.

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