THE SOCIAL STUDIES, ETHNIC DIVERSITY, AND SOCIAL CHANGE

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

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Sources Used in the Preparatıon of the Social Studies Textbooks to Study in Elementary School

International Online Journal of Educational Sciences ◽

10.15345/iojes.2015.01.011 ◽

2015 ◽

Author(s):

Şahin Oruç

Keyword(s):

Elementary School ◽

Social Studies ◽

The Social ◽

Social Studies Textbooks

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Entanglements between Agency and Vulnerability in the Phenomenon of Birth. Reflections on Children’s Expressions about ‘Being Born’

Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research ◽

10.3224/diskurs.v15i2.02 ◽

2020 ◽

Vol 15 (2-2020) ◽

pp. 135-146

Author(s):

Catrin Heite ◽

Veronika Magyar-Haas

Keyword(s):

Social Studies ◽

Social Construction ◽

Well Being ◽

Social Contexts ◽

Living Environment ◽

Social Actors ◽

The Social ◽

The Family ◽

Cultural Embeddedness

Analogously to the works in the field of new social studies of childhood, this contribution deals with the concept of childhood as a social construction, in which children are considered as social actors in their own living environment, engaged in interpretive reproduction of the social. In this perspective the concept of agency is strongly stressed, and the vulnerability of children is not sufficiently taken into account. But in combining vulnerability and agency lies the possibility to consider the perspective of the subjects in the context of their social, political and cultural embeddedness. In this paper we show that what children say, what is important to them in general and for their well-being, is shaped by the care experiences within the family and by their social contexts. The argumentation for the intertwining of vulnerability and agency is exemplified by the expressions of an interviewed girl about her birth and by reference to philosophical concepts about birth and natality.

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Ralph Ellison, Temporal Technologist

10.1093/oso/9780190682088.001.0001 ◽

2017 ◽

Author(s):

Michael Germana

Keyword(s):

Social Change ◽

Friedrich Nietzsche ◽

Gilles Deleuze ◽

Ralph Ellison ◽

Racial Formation ◽

Henri Bergson ◽

Dynamic Processes ◽

The Social ◽

Racial History ◽

The Face

Ralph Ellison, Temporal Technologist examines Ralph Ellison’s body of work as an extended and ever-evolving expression of the author’s philosophy of temporality—a philosophy synthesized from the writings of Henri Bergson and Friedrich Nietzsche that anticipates the work of Gilles Deleuze. Taking the view that time is a multiplicity of dynamic processes, rather than a static container for the events of our lives, and an integral force of becoming, rather than a linear groove in which events take place, Ellison articulates a theory of temporality and social change throughout his corpus that flies in the face of all forms of linear causality and historical determinism. Integral to this theory is Ellison’s observation that the social, cultural, and legal processes constitutive of racial formation are embedded in static temporalities reiterated by historians and sociologists. In other words, Ellison’s critique of US racial history is, at bottom, a matter of time. This book reveals how, in his fiction, criticism, and photography, Ellison reclaims technologies through which static time and linear history are formalized in order to reveal intensities implicit in the present that, if actualized, could help us achieve Nietzsche’s goal of acting un-historically. The result is a wholesale reinterpretation of Ellison’s oeuvre, as well as an extension of Ellison’s ideas about the dynamism of becoming and the open-endedness of the future. It, like Ellison’s texts, affirms the chaos of possibility lurking beneath the patterns of living we mistake for enduring certainties.

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Introduction

10.1093/oso/9780198797838.003.0001 ◽

2018 ◽

Author(s):

Susan E. Whyman

Keyword(s):

Eighteenth Century ◽

Social Change ◽

Political Participation ◽

Industrial Revolution ◽

Economic Change ◽

History Of The Book ◽

Formal Schooling ◽

The Social ◽

History Of ◽

Literate Society

The introduction shows the convergence and intertwining of the Industrial Revolution and the provincial Enlightenment. At the centre of this industrial universe lay Birmingham; and at its centre was Hutton. England’s second city is described in the mid-eighteenth century, and Hutton is used as a lens to explore the book’s themes: the importance of a literate society shared by non-elites; the social category of ‘rough diamonds’; how individuals responded to economic change; political participation in industrial towns; shifts in the modes of authorship; and an analysis of social change. The strategy of using microhistory, biography, and the history of the book is discussed, and exciting new sources are introduced. The discovery that self-education allowed unschooled people to participate in literate society renders visible people who were assumed to be illiterate. This suggests that eighteenth-century literacy was greater than statistics based on formal schooling indicate.

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