scholarly journals Economics and the civic mission of social studies education: Two critiques of neoclassicism

2019 ◽  
Vol 18 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Erin C Adams
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Studies Education ◽  
State Standards ◽  
Democratic Society ◽  
Content Standards ◽  
Neoclassical Theory ◽  
Good Citizenship ◽  
Theoretical Assumptions ◽  
K 12

This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory’s role in influencing the Voluntary National Content Standards in Economics and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is unrealistic and impersonal. Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives

2020 ◽  
pp. 186-202
Author(s):  
Johan Sandahl
Keyword(s):  
Social Studies ◽  
Critical Literacy ◽  
School System ◽  
Citizenship Education ◽  
Educational Outcomes ◽  
Political Identity ◽  
Social Studies Education ◽  
Democratic Society ◽  
Students Attitudes

In most countries, social studies education is the assigned subject responsible for citizenship education, that is, developing students' attitudes, experiences, knowledge, abilities, and the skills that they need to be active participants in a democratic society. The role of social studies can be defined using Gert Biesta's three concepts of the domains of education: socialisation, qualification, and subjectification. First, schools have a role in socialising students into society, passing on values and knowledge. Second, the school system should contribute to students' qualification as citizens by helping them enhance their civic and critical literacy. Third, education should equip students with the necessary skills to allow them to develop their own political identity. Each of these domains gives rise to challenging questions related to educational outcomes. This chapter theoretically examines how Biesta's educational domains relate to social studies education in a synthetic understanding.

Social studies and beyond: attending to informal citizenship education in schools

2018 ◽  
Vol 13 (2) ◽  
pp. 289-300
Author(s):  
Mark T. Kissling
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Design Methodology ◽  
Social Studies Education ◽  
Subject Area ◽  
Social Studies Teachers ◽  
Content Type ◽  
Daily Interactions

Purpose Although social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues. Design/methodology/approach Examining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools. Findings It concludes with implications for workers in and beyond the field of social studies education. Originality/value Ultimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

Exploring Guild Participation in MMORPGs and Civic Leadership

2010 ◽  
pp. 176-204
Author(s):  
Adam Friedman ◽  
Richard Hartshorne ◽  
Phillip VanFossen
Keyword(s):  
Social Studies ◽  
Role Play ◽  
World Of Warcraft ◽  
National Standards ◽  
Survey Study ◽  
Content Standards ◽  
The Social ◽  
Social Studies Teacher ◽  
Civic Leadership ◽  
K 12

This chapter reports the results of a survey study of the civic engagement and participation of guild members in the massively multi-player online role play game (MMORPG) World of Warcraft (WoW). Further, the authors explore the implications of the results of the study for K-12 social studies education. Specifically, the authors focus on the potential of MMORPGs such as WoW for meeting content standards in the social studies—in this case, the National Standards for Civics and Government--and for impacting on pre-service social studies teacher education.

scholarly journals Digital Content Model Framework Based on Social Studies Education

2019 ◽  
Vol 8 (5) ◽  
pp. 214
Author(s):  
Feri Sulianta ◽  
Sapriya Sapriya ◽  
Nana Supriatna ◽  
Disman Disman
Keyword(s):  
Social Studies ◽  
Digital Media ◽  
Digital Literacy ◽  
Social Studies Education ◽  
Digital Content ◽  
Content Standards ◽  
Model Framework ◽  
Content Model ◽  
Digital World ◽  
The People

The growth of the digital world brings positive and also negative influences in the society, For example, the overwhelmed of uneducated material, provoking news, the contents teaches unhealthy behavior, or hoaxes. Most of the people do not have abilities to recognize quality contents or well written contents. Those conditions are really matter, in the 21st century, people must have digital literacy the competencies. In order that the societies will be ready to deal with technology and to address the usefulness of digital content.The community must act as a smart content consumer, and also as a good content producer, so that people have ability to create good digital content and get the benefit of information. However, due to the lack of digital content framework, people have difficulty assessing the quality of digital content, and it is difficult to create content with good criteria. Therefore, it is important to create digital content standards that have a positive goal in the age of technology.To make digital content standards a digital content model was developed which was developed with Research and Development methods, involved students and cyber society on the internet. The digital content framework contains several elements, such as: pillar of social studies education, writing, knowledge, digital media, search engine optimization, and digital copyrights, which will be published in User Generated Content Platform. Furthermore, digital content model framework has been tested and has a useful principle that is used as a guidance for making high quality digital content which considers the virtue of society and the art of state of information technology.

scholarly journals Why Hillbillies Matter in Social Studies

2021 ◽  
Vol 11 (2) ◽  
pp. 29-44
Author(s):  
Lauren M. Colley
Keyword(s):  
Content Analysis ◽  
Social Studies ◽  
Teacher Educators ◽  
Research Study ◽  
Social Studies Education ◽  
Appalachian Region ◽  
The Rich ◽  
K 12 ◽  
Key Terms ◽  
Rich History

In 2016, J. D. Vance, a previously unknown author, surprisingly hit the bestseller’s list with his memoir, Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. However, historically scholars have pushed back against the stereotypes that Vance portrays and have argued for a narrative that embraces the diversity of the Appalachian region. Using content analysis, this research study investigated the frequency and context of key terms related to Appalachia across the K-12 social studies standards of states labeled as being part of the region by the Appalachian Regional Commission (ARC). Results illustrate the lack of inclusion of these terms and that, when included, they do not represent the rich history or culture of the region. These results suggest that researchers, teacher educators, and teachers should consider the ways in which standards define curriculum on topics such as Appalachia and how these definitions interact with the powerful narratives being portrayed within our mainstream democracy. Guidance and suggestions for disrupting Appalachian stereotypes within social studies education are provided.  

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.

scholarly journals Social Studies Education as A Tool for Rebranding Nigerians: Implications for National Development

2021 ◽  
pp. 166-175
Author(s):  
U.K. Emoefe EKIUGBO
Keyword(s):  
Social Studies ◽  
National Development ◽  
Production Capacity ◽  
Social Studies Education ◽  
Sub Saharan Africa ◽  
Good Citizenship ◽  
Major Player ◽  
The World ◽  
Sub Saharan ◽  
The Individual

Nigeria holds a strategic place in the African continent and the global community. This is not unconnected with the fact that Nigeria is a diplomatic force in West Africa and a major player in African politics. Nigeria is home to one-fifth of the population of sub-saharan Africa and the most populous black nation in the world. Nigeria surpassed South Africa at the continent’s largest economy in 2014. Bellying tremendous resources, with a maximum crude oil production capacity of 2.5 million barrels per day, Nigeria however presents an interesting but paradoxical case study in the comity of nations. To all intents and purpose, the Nigerian state remains privatized, unpopular, and unhegenomic without discipline, strong working ethnics, integrity and good citizenship at the individual and corporate levels. Because of this, Nigeria has been branded with negative names and attributes which include corruption, drug, and human trafficking, insecurity, land of darkness, God-forgotten country, a country where nothing works amongst others. For this reason, Social Studies is assigned the responsibility to develop in Nigerian youth an understanding of their societal values, knowledge, values, and skills that would enable them to deal with and manage the forces of the world in which they live, and learn how to live harmoniously in the society. This study examines the philosophy and objectives of social studies education in Nigeria. the contents and purposes of the social studies education with consideration to its ability to instil high-quality moral values and good character in students and provide them with the necessary skills, abilities, and competencies, which individual students require to participate in the development of the nation. Social Studies Education with its robust aims, objectives and philosophy is recommended as a veritable tool to rebrand Nigerian and by implication for national development.

scholarly journals Why We Teach: Autobiographies of Traditionally and Alternatively Certified Pre-Service Social Studies Teachers

2014 ◽  
Author(s):  
Susan Santoli
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Social Studies Education ◽  
Learning Opportunities ◽  
Social Studies Teachers ◽  
Alternatively Certified ◽  
Traditional Certification ◽  
The Social ◽  
K 12 ◽  
Significant Adults

This study describes the analysis of the social studies autobiographies of 46 students compiled over a 15 month period. Two major questions were addressed: (1) what motivational patterns are revealed in these autobiographies and (2) what differences and similarities exist in the autobiographies of students seeking alternative and traditional certification. Both groups noted the influence of family and other significant adults, and the influence of social studies teachers, both K-12 and postsecondary, in their decisions to pursue social studies teaching careers. There were more similarities than differences between the two groups. The autobiographies echoed influences that are found in the literature, and reveal that active learning opportunities and inspiring teachers are important in motivating students to pursue careers in social studies education.

scholarly journals Human rights and global citizenship in social studies standards in the United States.

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Anatoli Rapoport
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Citizenship Education ◽  
Global Citizenship ◽  
The United States ◽  
State Standards ◽  
Us States ◽  
The Social ◽  
Rights Discourse ◽  
Human Rights Discourse

There is a synergetic complementary relationship between human rights education (HRE) and global citizenship education (GCE). Historically, however, HRE began to develop earlier than GCE. The purpose of this study is to investigate whether and to what degree a human rights narrative in the social studies standards of individual US states facilitates the introduction of the concept of global citizenship, and whether social studies standards connect human rights and global citizenship, contextually or thematically. The analysis demonstrates that despite an increased visibility of both concepts, state standards still fall short of demonstrating a clear connection between human rights and global citizenship or utilising a human rights discourse and paradigm to advocate for a broader exposure and acceptance of global citizenship

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