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.

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.

Using Critical Literacy Skills to Support Civic Discourse

2019 ◽  
pp. 1-28
Author(s):  
Tami A. Augustine ◽  
Daniel P. Redman
Keyword(s):  
Social Studies ◽  
Critical Literacy ◽  
Social Studies Education ◽  
Literacy Skills ◽  
Hegemonic Discourse ◽  
Inquiry Skills ◽  
Civic Discourse ◽  
Civic Dialogue ◽  
Social Studies Instruction

A central focus of social studies education is to help students develop into informed and active citizens. Central to the practice of citizenship is the ability to engage in civic dialogue. Informed by the work of Kumashiro and Wolk, this chapter examines the role of critical literacy in moving social studies instruction beyond traditional, teacher-centered approaches to emphasize multiple and conflicting perspectives, inquiry skills, and civic discourse. In order to honor the multiple and conflicting perspectives present in any event, the use of critical literacy examines such questions as who is being represented? and who is speaking for whom? These questions serve to problematize American and Western-centric approaches to social studies education that serve to reinforce the hegemonic discourse too often evident in social studies classrooms to engage students in richer learning experiences and provide them with the skills and dispositions necessary to become active citizens.

scholarly journals Editors' Note to the Special Issue-Critical Multicultural Citizenship Education: Student Engagement Toward Building an Equitable Society

2016 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Cinthia Salinas ◽  
Terrie Epstein
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Ethnically Diverse ◽  
The Political ◽  
Education Student ◽  
Special Issue ◽  
Fundamental Goal ◽  
Just Community ◽  
Multicultural Citizenship

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>In this special issue we call attention to the role of "Critical Multicultural Citizenship Education" (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students’ awareness of, and participation in, the political aspects of democracy, but also students’ abilities to create and live in an ethnically diverse and just community. CMCE challenges and transforms existing ways in which students engage civically and democratically in local, national, and global contexts. Ten articles in this special issue are grouped by three categories: (1) social studies classrooms and citizenship; (2) community and citizenship; and (3) global contexts and citizenship.</span></p></div></div></div></div>

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 The Role of Instructional Resources amongst Social Studies Teachers in Nigeria: The Quest for Effectiveness in Classroom Pedagogy

2020 ◽  
Vol 10 (2) ◽  
pp. 164
Author(s):  
Sunday David Edinyang ◽  
Abigail Ojong Ejoh ◽  
Amina Peter Adams
Keyword(s):  
Social Studies ◽  
Primary Education ◽  
Social Studies Education ◽  
Education Level ◽  
Instructional Materials ◽  
Social Studies Teachers ◽  
Instructional Resources ◽  
Conceptual Clarification

This paper aims at discussing the role, awareness and use of instructional materials/resources as a prerequisite for attaining effective social studies education in Nigeria. In doing this a conceptual clarification of the concept of social studies education as given by experts in the field was taken. The origin of social studies in Nigeria was analyzed. The objectives of social studies education at the post-primary education level and its characteristics were discussed. The concept of Social Studies instructional materials and resources were elaborated. A critical look was taken at instructional materials and its types as well as their relevance to Social Studies education. A look was also taken at constrains of utilization of instructional materials and resources. Criteria for selecting materials and resources for Social Studies classroom as well as sources of social studies resources instructional materials were touched. Instructional materials for effectiveness in classroom pedagogy were carefully discussed. Recommendations were not left out.

The Role of MMORPGS in Social Studies Education

2009 ◽  
pp. 235-250 ◽  
Author(s):  
Phillip J. VanFossen ◽  
Adam Friedman ◽  
Richard Hartshorne
Keyword(s):  
Social Studies ◽  
Social Networking ◽  
Relevant Literature ◽  
Social Studies Education ◽  
Game Studies ◽  
Policy Changes ◽  
The Social ◽  
Classroom Use ◽  
Perceived Costs

In this chapter, the authors will report evidence for the potential of MMORPGs for social studies education by providing a detailed review of relevant literature from the fields of game studies, educational technology, and the social networking universe. This evidence will include game scholars’ efforts to develop classroom applications of MMORPGs in the social sciences and related disciplines, and also provide examples of ‘citizenship education’ already occurring with MMORPGs. The authors will also provide an overview of perceived costs and benefits associated with classroom MMORPG use, including logistical hurdles that need to be overcome. They will also share a list of recommendations to the field for classroom use of MMORPGs, as well as implications for policy changes and future study.

Role of Social Studies Education in Citizen ship Training: Implication for National Developmen

2012 ◽  
Vol 3 (8) ◽  
pp. 54-58
Author(s):  
EZEGBE, B .N EZEGBE, B .N ◽  
◽  
ESKAY M ESKAY M ◽  
ANYANWU, J ANYANWU, J ◽  
ABIOGU, G.C ABIOGU, G.C
Keyword(s):  
Social Studies ◽  
Social Studies Education
Sign in / Sign up

Export Citation Format

Share Document