scholarly journals DINAMIKA KONSEPTUALISASI PENDIDIKAN ILMU PENGETAHUAN SOSIAL (PIPS) DAN PENDIDIKAN KEWARGANEGARAAN (PKn) PADA PENDIDIKAN DASAR DAN MENENGAH (Suatu Telaah Collective Mindset dalam Ranah Historis-Epistemologis)

2011 ◽  
Vol 12 (1) ◽  
pp. 1-20
Author(s):  
Udin Saripudin Winataputra ◽  
Sumanah Saripudin
Keyword(s):  
United States ◽  
Social Studies ◽  
Conceptual Framework ◽  
Civic Education ◽  
Citizenship Education ◽  
Social Studies Education

Generally, the conceptual framework of social studies in United States and in Indonesia includes concept and praxis of education in democracy which are organised in a form of (1) civic/citizenship education as one of the dimensions of goals, content, and processes of social studies; and (2) social studies education. Basically, education in democracy can also be deemed as a subsystem of social studies education, and social studies education. However, as a subsystem of education in democracy civic educationt has shown its uniqueness i.e. it sinergically focussed on the development of individuals potentials to become smart and good citizens. Along the line of the development of the ideals, instrumenst, and praxis of democracy civic/citizenship education has become the academic endeavour, which then is generally called as civic education or citizenship education.

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.

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.

scholarly journals The Challenges Facing Civic Education in the 21st Century

Daedalus ◽  
2013 ◽  
Vol 142 (2) ◽  
pp. 65-83 ◽  
Author(s):  
Kathleen Hall Jamieson
Keyword(s):  
United States ◽  
Social Studies ◽  
Civic Education ◽  
21St Century ◽  
The United States ◽  
Lower Income ◽  
Civics Education ◽  
Social Studies Textbooks ◽  
Civic Skills

This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.

Social studies, denizens, and the state: A three-article dissertation

2018 ◽  
Author(s):  
◽  
Jennice McCafferty Wright
Keyword(s):  
Social Studies ◽  
Civic Education ◽  
War On Terror ◽  
Public Diplomacy ◽  
Social Studies Education ◽  
Annual Reports ◽  
University Of Missouri ◽  
Class Culture ◽  
The University ◽  
Analytical Tools

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examines education as an apparatus of state in three different research studies. The first paper, “Cultural Bombs and Dangerous Classes: Social Studies Education as State Apparatus in the War on Terror,” interrogates the tactical use of education within the War on Terror. Using sixteen years of annual reports from the Bureau of Counterterrorism and Countering Violent Extremism, this study 1) historicizes the growth of social studies education in counterterrorism policies; 2) illustrates how nonelite youths in the Muslim world are depicted as a threat requiring mitigation through education initiatives; and 3) applies Ngũgĩ wa Thiong’o, Franz Fanon, and Amilcar Cabral’s observations of class, culture, and imperialism as analytical tools through which we can consider these reports. The second paper, “It Changes Me from Nothing to Something: Identifying Educative-Psychic Violence in a Counterterrorism Program for Nonelite Youths,” identifies educative-psychic violence in submissions to a U.S. public diplomacy initiative’s page on Facebook. It examines how teachers and staff interpret and communicate compliance with the program’s mission for students to develop an “appreciation for U.S. culture and democratic values through cultural enhancement activities” and addresses implications for education as public diplomacy. The third paper, “Teaching for Critically Engaged Denizenship: Lessons from Morocco on Naïve Notions of Citizenship and an Empowered Other Civic Status,” argues that in social studies education we too often use citizen and citizenship as inaccurate proxies for denizen and denizenship. Using ethnographic data from Morocco, it identifies distinctions in civic status and why they matter in civic education.

A New Childhood Social Studies Curriculum for a New Generation of Citizenship

2009 ◽  
Vol 17 (3) ◽  
pp. 501-517 ◽  
Author(s):  
Cinthya Saavedra ◽  
Steven Camicia
Keyword(s):  
United States ◽  
Social Studies ◽  
Civic Education ◽  
Conceptual Analysis ◽  
Democratic Education ◽  
The United States ◽  
Theoretical Framework ◽  
Social Studies Curriculum ◽  
Transnational Students ◽  
New Generation

AbstractTraditional concepts of civic education in the United States and the expanding horizons curriculum scope and sequence are challenged by globalization and transnationality because new understandings of citizenship are emerging. In our conceptual analysis, we reconceptualize social studies curriculum for childhood to meet these changes. First, we propose a theoretical framework synthesizing literature in the areas of multicultural, global, and democratic education. Second, we propose opening curriculum and research to the voices of students, especially transnational students. Such reconceptualizations have important implications for a social studies curriculum for childhood that is socially just and responsive to the changing sizes, types, and qualities of the communities with which students engage.

Ideology in the schools: Developing the teacher’s Civic Education Ideology Scale within the United States

2018 ◽  
Vol 14 (3) ◽  
pp. 260-278 ◽  
Author(s):  
Ryan T Knowles
Keyword(s):  
United States ◽  
Civic Education ◽  
Citizenship Education ◽  
Classroom Climate ◽  
Social Institutions ◽  
The United States ◽  
Future Studies ◽  
Critical Orientation ◽  
Civic Institutions

What ideological views toward citizenship education do teachers possess? Does a teacher’s Civic Education Ideology relate to how and what they teach? This study addresses these questions by developing a psychometric scale measuring teachers’ level of conservative, liberal, and critical Civic Education Ideology in one Midwestern state in the United States. After establishing the Civic Education Ideology scale, these views are compared to teachers’ reported practices inside of school and curriculum emphasized in the classroom. The findings indicate that both conservative- and liberal-oriented teachers were more likely to support curriculum based on civic institutions. In contrast, teachers with a critical orientation were less supportive of civic institutions and more likely to endorse curriculum based on social institutions and an open classroom climate. These findings indicate that a teacher’s ideology relates to their reports of how and what they teach. In addition to these findings, the goal is for the Civic Education Ideology scale to be adapted and applied in future studies to uncover important connections.

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.

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