The Social Studies Curriculum: Purposes, Problems, and Possibilities, Third Edition

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E. Wayne Ross
SUNY Press, 2012 M02 1 - 368 páginas
This updated third edition contains new chapters on important issues—including race, gender, sexuality, and multiculturalism—affecting social studies education.

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.

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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Contenido

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
SUBJECT INDEX
353
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Página 258 - Many will say it is a dream, and will not follow my inferences; but I confidently expect a time when there will be seen, running like a half-hid warp through all the myriad audible and visible worldly interests of America, threads of manly friendship, fond and loving, pure and sweet, strong and life-long, carried to degrees hitherto unknown...
Página 153 - I have heard talk and talk, but nothing is done. Good words do not last long unless they amount to something. Words do not pay for my dead people. They do not pay for my country, now overrun by white men. They do not protect my father's grave. They do not pay for all my horses and cattle. Good words will not give me back my children.
Página 286 - It is a peculiar sensation, this double-consciousness, this sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity. One ever feels his twoness — an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.
Página 325 - A democracy is more than a form of government ; it is primarily a mode of associated living, of conjoint communicated experience. The extension in space of the number of individuals who participate in an interest so that each has to refer his own action to that of others, and to consider the action of others to give point and direction to his own, is equivalent to the breaking down of those barriers of class, race, and national territory which kept men from perceiving the full import of their activity.
Página 324 - Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought.
Página 100 - By the year 2000, the high school graduation rate will increase to at least 90 percent. 3. Student achievement and citizenship. By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter, including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography...
Página 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...
Página 100 - By the year 2000, United States students will be first in the world in mathematics and science achievement. Goal 6 By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.
Página 68 - The pedagogy of the oppressed, as a humanist and libertarian pedagogy, has two distinct stages. In the first, the oppressed unveil the world of oppression and through the praxis commit themselves to its transformation.
Página 153 - Good words will not give my people good health and stop them from dying. Good words will not get my people a home where they can live in peace and take care of themselves. I am tired of talk that comes to nothing. It makes my heart sick when I remember all the good words and all the broken promises.

Acerca del autor (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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