Social Issues, Social Action, and the Social Studies

1972 ◽  
Vol 72 (5) ◽  
pp. 230-237 ◽  
Author(s):  
Anna Ochoa ◽  
Gary Manson
Keyword(s):  
Social Studies ◽  
Social Action ◽  
Social Issues ◽  
The Social

scholarly journals Learning Model Of Reflective Inquiry Based On Environment As A Source Of Learning Ips Education

2020 ◽  
Author(s):  
mulono apriyanto bin sugeng rijanto
Keyword(s):  
Social Studies ◽  
Cultural Values ◽  
Social Action ◽  
Social Issues ◽  
Active Role ◽  
Social Studies Education ◽  
Reflective Inquiry ◽  
Value Analysis ◽  
Good Citizen ◽  
Inquiry Approach

Social Sciences Education (IPS) is very closely related to factual issues that occur in the midst of society. Because social studies learningmaterial is very closely related to social values and national cultural values. One of the characteristics of social studies education is the development ofvalues, value analysis and its application in social action. Social issues can be defined as problems that occur in the midst of society that have not beenresolved and invite the attention of the community as citizens. In solving social problems, Social Studies Education must take an active role. Oneapproach that can be used to solve this social problem is through the reflective inquiry approach. Through the reflective inquiry approach, students aretaught how to use social skills to solve factual problems that occur in daily life in the midst of society. Social studies education must be able to helpstudents control themselves in life and apply these values in their behavior in the midst of society. Social studies education must be able to develop thecommunity into a good citizen, familiar with all elements of the environment, be wise and wise in fostering relationships, exploring, and developingvarious forms of elements of the existing cultural environment.

scholarly journals Relevance of Social Studies Curriculum Content for Enhancing Responsibility among Preschool Children in Nairobi County, Kenya

2018 ◽  
Vol 5 (2) ◽  
pp. 205
Author(s):  
Ganira Khavugwi Lilian ◽  
Odundo Amollo Paul ◽  
Gatumu Jane C ◽  
Muasya Juliet Njeri
Keyword(s):  
Preschool Children ◽  
Social Studies ◽  
Sense Of Belonging ◽  
Social Issues ◽  
Preschool Teachers ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
The Social ◽  
Civic Practice ◽  
Just Society

Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework informed the study in determining relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Evaluating social studies curriculum content was drawn from ‘neighborhood, my school and healthy practices’ as key determinants of responsible citizens within a community. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instrument. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing responsibility among preschool children. The study recommends that teachers should plan, design class environment and the social studies instruction in ways that cultivate effective civic practice of responsibility.

scholarly journals Citizenship in Our Place: Exploring New Zealand Young People's Everyday, Place-Based Perspectives on Participation in Society

2021 ◽  
Author(s):  
◽  
Bronwyn Elisabeth Wood
Keyword(s):  
New Zealand ◽  
Young People ◽  
Social Studies ◽  
Focus Groups ◽  
Social Action ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Lifelong Learners ◽  
Standing Up ◽  
Taking Action

<p>Developing more active citizens has been a feature of policies in many nations in recent years. Educational curricula in particular have been viewed as an important way to deliver this goal. The revised New Zealand Curriculum (2007) is an example of this, with a vision to develop young people who will be confident, connected, actively involved, lifelong learners (p. 8) who will themselves “participate and take action as critical, informed, and responsible citizens” (p. 17). In this thesis, I explore how New Zealand young people are currently participating as citizens by examining their conceptions and practices of social action alongside those of their teachers. My approach draws attention to spatial and relational aspects of young people’s everyday, place-based perspectives on participation in society. The conceptual and theoretical framework underpinning this research is developed through Bourdieu’s analytical concepts of habitus, field and capital, and Mills’ (1959) “sociological imagination”. Participants in this research included 122 social studies students (n=122) aged between 14 and 18 years old, and their teachers (n=27) from four diverse secondary schools in New Zealand. Data collection included café-style focus groups with young people, as well as visual data generated by participation in Photovoice research. More traditional focus groups were also undertaken with social studies teachers at each of the four schools. Taking an everyday, place-based approach to youth participation opened up new and relatively unexplored landscapes of participation. Young people provided many examples of how they were “taking action” through formal opportunities (provided by their teachers, schools and communities), as well as informal ways, such as standing up against a bully, or reducing water usage. Through their identification of social issues that needed addressing, it was possible to see their citizenship imaginations at play. Social studies teachers played a significant role in shaping young people’s awareness of social issues as well as providing them with opportunities to take action on these issues. The findings revealed the enduring importance of young people’s everyday experiences of inclusion/exclusion within places, as well as the contribution of the participatory capital of their teachers, families and communities, in shaping their citizenship perceptions, imaginations and actions.</p>

History and Social Studies Curriculum

2020 ◽  
Author(s):  
Wayne Ross
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Issues ◽  
Social Studies Education ◽  
School Curriculum ◽  
Curriculum Standards ◽  
Social Studies Curriculum ◽  
The Core ◽  
The Social ◽  
Widespread Agreement

Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association’s Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association’s Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.

Empowering students for social action in social studies

2021 ◽  
Vol 102 (5) ◽  
pp. 42-46
Author(s):  
Laura F. Bond ◽  
Maurice J. Elias ◽  
Samuel J. Nayman
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
Learning Strategies ◽  
Social Action ◽  
Student Voice ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
The Social ◽  
Citizenship Skills

In these challenging times, it is essential to activate student voice and prepare them for civic engagement and social action. Social-emotional learning strategies integrated into the social studies curriculum help to accomplish just that. Laura Bond, Maurice Elias, and Samuel Nayman describe the STAT program, which enables students to build both social-emotional and citizenship skills that will help them to take action on the issues they care about now and in the future.

scholarly journals The Light to the Left: Conceptions of Social Justice Among Christian Social Studies Teachers

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 66-91
Author(s):  
Paul Orlowski
Keyword(s):  
Social Justice ◽  
Social Studies ◽  
Political Ideology ◽  
Social Issues ◽  
Social Studies Teachers ◽  
Controversial Issues ◽  
Christian Teaching ◽  
The Social ◽  
Research Findings ◽  
Almost All

This article describes a study that took place in Saskatchewan, Canada, during 2013-2014. Ten practicing high school social studies teachers who self-identified as Christian answered an unsolicited invitation to participate in a qualitative study about the ways in which they think about social justice. Almost evenly split between Catholic and Protestant, female and male, and urban and rural, most participants were very progressive in their thinking about important economic and social issues. For example, all supported paying taxes and the social welfare state, and almost all supported gay rights and feminism. As well, an important emergent theme arose: The majority spoke about breaking from the teachings of their church if the teachings did not fit with contemporary society. All of them claimed that their faith influenced their thinking about social justice. The study challenges some secular notions about the values held by Christian social studies teachers. Situated in Canada, the study challenges American research findings about the political ideology and values of Christian social studies teachers.            Keywords: social studies education; teaching for social justice; controversial issues; teacher beliefs; Christian teaching

Part 3 The United Nations: What it Does, 17 Improving Social Conditions

2017 ◽  
Author(s):  
Higgins Dame Rosalyn, DBE, QC ◽  
Webb Philippa ◽  
Akande Dapo ◽  
Sivakumaran Sandesh ◽  
Sloan James
Keyword(s):  
United Nations ◽  
Social Action ◽  
Social Issues ◽  
Secretary General ◽  
Social Conditions ◽  
General Assembly ◽  
International Peace ◽  
Social Council ◽  
The Social ◽  
The United Nations

The concern of the United Nations (UN) with improving social conditions is expressed in the various parts of the UN Charter. Improving social conditions is seen not only as a goal in its own right, but as related to the aim of achieving international peace. This chapter discusses the types of activities for the purpose of improving social conditions; the ‘social’ issues addressed by the UN; major summits and conferences; social issues in the work of the principal UN organs; the General Assembly and social issues; the Economic and Social Council; social issues in the work of the Security Council and UN Secretary-General; UN Departments, Programmes, and Offices involved in social issues; and institutional coordination of UN social action.

scholarly journals Space of Geography Content in Social Studies of School Education Curriculum in Nepal

2018 ◽  
Vol 17 ◽  
pp. 1-20
Author(s):  
Krishna Prasad Poudel
Keyword(s):  
Social Studies ◽  
Social Issues ◽  
Secondary Level ◽  
School Curriculum ◽  
School Education ◽  
Education Curriculum ◽  
The Social ◽  
Bona Fide ◽  
The Subject ◽  
Compulsory Subject

Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017

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