Trends and Characteristics of “Spatial Citizenship Education”: Geography Education and Social Studies Education in Western Countries

2020 ◽  
Vol 72 (2) ◽  
pp. 149-161
Author(s):  
Hiroaki Sakaue ◽  
Takumi Watanabe ◽  
Yu Osaka ◽  
Ryosuke Okada
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Studies Education ◽  
Geography Education ◽  
Western Countries

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.

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.

Democracy and curriculum—the task still before us

2019 ◽  
Vol 19 (4) ◽  
pp. 351-363
Author(s):  
Ninni Wahlström
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Values ◽  
Western Countries ◽  
The Social ◽  
Broad Concept ◽  
The Usa ◽  
Selective Traditions ◽  
The Right ◽  
Established Democracies

This article explores how John Dewey’s concept of democracy can contribute to our understanding of what is required from education amid growing nationalism and populism, even in what are usually perceived as established democracies. The purpose of the study is to explore how standards-based curricula for citizenship education can be problematised in relation to the broad concept of democracy. The meaning of citizenship education in curricula is examined through two cases from western countries (Sweden and the USA) with standards-based curricula. These social studies curricula deal with democracy as something ‘to teach about’, rather than focusing on helping students learn to understand and recreate democracy for their own generation. However, the concept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculum logic of standards and knowledge outcomes emphasising measurability. Now, when democracy is challenged, also seems to be the right time to confront the logic of a standards-based curriculum and the selective traditions of subjects within the social studies, as well as to ask the questions ‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.

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 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 Civility and Shared Fate: Social Studies Teaching as Teaching for Belonging

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Martha J. Ritter
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Citizenship Education ◽  
Conceptual Analysis ◽  
Social Studies Education ◽  
Early Career ◽  
Moral Commitment ◽  
Shared Identity ◽  
Shared Fate ◽  
Conceptual Work

In response to the violence of our era and the vast movement of people around the globe, the author argues that effective social studies education should include an understanding ourselves within communities of shared fate collectively building strategies of civility. Through conceptual analysis, the paper supports arguments that citizenship education should be grounded in communities of fate, rather than a sense of shared identity as a member of a particular country. Shared fate is the idea that our lives are intertwined with others in ways we perceive and ways we cannot. Civility is elaborated as concrete strategies that support or make possible broad participation in the demos. Looking at citizenship through the lens of communities of shared fate changes how we think about belonging and our responsibilities to one another in our shared world. The author provides examples of early career educators’ moral commitment to teaching from a perspective of shared fate and as well as their concerns to link the conceptual work to concrete practices within elementary school classrooms.

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