The Social Studies Curriculum: Purposes, Problems, and Possibilities, Third Edition
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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2 TEACHING HISTORY A CONSTRUCTIVIST APPROACH
3 OPPRESSION ANTIOPPRESSION AND CITIZENSHIP EDUCATION
SOCIAL STUDIES IN THE WORLD OF 2056
INFLUENCE OF AND RESISTANCE TOCURRICULUM STANDARDS AND TESTING IN SOCIAL STUDIES
6 RACISM PREJUDICE AND THE SOCIAL STUDIES CURRICULUM
A POSTSOCIAL STUDIES REALITY CHECK
8 MARXISM AND CRITICAL MULTICULTURAL SOCIAL STUDIES
SOCIAL EDUCATION AND DIGITAL TECHNOLOGY
ADDRESSING LESBIAN GAY BISEXUALAND TRANSGENDER LGBTISSUES IN SOCIAL STUDIES CURRICULUM
YOUNG CHILDREN AND MORAL DELIBERATION
15 DECOLONIZING THE MIND FORWORLDCENTERED GLOBAL EDUCATION
WHAT SCHOOLS NEED TO DO
17 REMAKING THE SOCIAL STUDIES CURRICULUM
Other editions - View all
The Social Studies Curriculum: Purposes, Problems, and Possibilities
E. Wayne Ross
Limited preview - 1997
American anti-oppressive argue authentic assessment century chapter cial citizens citizenship education civic commitments contemporary critical critical pedagogy Crocco cultural cultural imperialism curricular curriculum standards democracy democratic dents digital source economic educa engage example experiences future gender global education GLSEN goals history-centered human Hursh images Indian institutions instruction issues Klallam knowledge Latino learning LGBT lives Mathison McLaren means Michael Whelan moral Multicultural National Council NCSS neoliberal one’s oppression participation Paulo Freire pedagogy performance assessment perspective political Port Gamble portraits post–social studies realities practice problems programs questions race racial racism racism and prejudice reform responsibility riculum role S’Klallam SBER Shermis skills social education social studies curriculum social studies education social studies teachers society standards-based teaching tests textbooks Theory and Research thinking tion today’s traditional U.S. history understand University values viewers Vinson women young
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...