Participatory Literacy and Taking Informed Action in the Social Studies

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Innovation in Civic Education

Educators, advocacy groups, and policymakers are mobilizing to strengthen civic education across the nation. These renewed commitments must be designed and implemented in ways that ensure today's graduates are ready to effectively engage in modern civic life. Since civic education is key to effective participation in our democracy, ensuring a quality civic education is also an equity issue. Students must have foundational knowledge about our nation's values and government, effectively evaluate the validity of claims in digital media, take and defend positions across multiple platforms, and leverage technology to inform and mobilize their community around ideas they care about. This chapter explores proven practices in civic education and technology-enhanced instructional approaches that schools can leverage to modernize their civic education programs.

Creating the Citizen

This chapter presents an approach to civic education that integrates critical literacy with the research-based promising practices of civic education and the College, Career, and Civic Life (C3) Framework for Social Studies Standards. The authors present a definition of critical literacy that reflects a broad-based approach to the concept while exploring what critical literacy may look like within a civic education classroom and the ways in which this reflects a particular approach to good citizenship. Perceived connections between critical literacy, the promising practices, and the dimensions of the C3 Framework are illustrated throughout the chapter, and the authors provide a real-world example to demonstrate what integration may look like in practice through either extra-curricular or classroom-based student engagement.

The military uses of Holyrood Park, Edinburgh in the First World War

This paper tells the story of the ephemeral and relatively fleeting use of Holyrood Park, Edinburgh between 1914 and 1919. The domestic life and training regime of the units who camped in the Park, in particular the 10th (Liverpool Scottish) King’s Regiment (Liverpool), is described using contemporary documents and photographs. The practice trenches and anti-invasion defences in the south-east corner of the Park are described, along with the large First World War infantry training camp, rediscovered during the research, in the grounds of Duddingston House. The paper also considers the interaction between the soldiery and the city, within the constraints imposed by paucity of evidence – with individuals and with the city’s civic life and its role in the war. Light is cast on socially conservative and morally judgemental views of the interaction between soldiers and young women – the ‘khaki fever’ of the early months of the war.

Two Theories of Natural Justice in Plato’s Gorgias

In Plato’s Gorgias 482c4–484c3, Callicles advances a concept of natural justice: the laws of the polis must agree with nature, that is, human nature. Since human nature is characterised by its desire to get a greater share (pleon echein), nature itself makes it legitimate that stronger human beings get a greater share than weaker ones. Socrates objects: Callicles’ theoretical approach to civic life poses a threat to the polis’ community, its citizens, and to the friendship amongst its citizens. However, Socrates accepts Callicles’ premise, that the laws of the polis must agree with nature (again, human nature). Still, he disagrees with Callicles about the nature of human nature and proposes an alternative theory of human nature, eventually leading to his alternative concept of natural justice. The article explains the arguments underpinning these two concepts of natural justice, including the conflicting understandings of human nature.

Conclusion

In its conclusion, Hijacking History holds up a mirror to the narrative of these Christian world histories by considering the terms by which they define themselves: How has their narrative defined and used Christianity? How do they use history to analyze the past? And how do they construe the world? The conclusion reiterates central themes of the book but also urges thoughtful responses, critical engagement, and resistance to efforts to impose this polemic on American schoolchildren, particularly in schools supported by public funds. The dissemination of this narrative has surely played a role in hardening a national divide, with serious implications for civic life and democracy.

Skills for Life: Fostering Critical Thinking

AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.

Te Reo Maori as a Language of New Zealand Law: The Attainment of Civic Status

<p>In July 2011 the Waitangi Tribunal released Wai 262, its report on the indigenous flora and fauna claim. In the report, the Tribunal signalled "a deep-seated fear for the survival of te reo" and found that the language was in a state of "renewed decline". To date, revitalisation initiatives have focussed largely on stemming language decline in the community. Comparatively little attention has been given to the need to develop te reo Māori in the civic life of the state; in particular, as a language of law and legal process. This dissertation argues that if te reo Māori is to survive in the 21st century, it must develop as a fully functional language of New Zealand law. This dissertation critiques the domestic and international instruments that protect the right to use te reo Māori in civic contexts, and identifies three developments that are necessary for te reo Māori to achieve full functionality as a legal language. The first is the provision of an unqualified right to use Māori in the law-making process. The second is the use of Māori in the substantive enactment of law. The third is a principled and consistent approach to drafting and interpreting Māori words and provisions in statutes.</p>

Te Reo Maori as a Language of New Zealand Law: The Attainment of Civic Status

<p>In July 2011 the Waitangi Tribunal released Wai 262, its report on the indigenous flora and fauna claim. In the report, the Tribunal signalled "a deep-seated fear for the survival of te reo" and found that the language was in a state of "renewed decline". To date, revitalisation initiatives have focussed largely on stemming language decline in the community. Comparatively little attention has been given to the need to develop te reo Māori in the civic life of the state; in particular, as a language of law and legal process. This dissertation argues that if te reo Māori is to survive in the 21st century, it must develop as a fully functional language of New Zealand law. This dissertation critiques the domestic and international instruments that protect the right to use te reo Māori in civic contexts, and identifies three developments that are necessary for te reo Māori to achieve full functionality as a legal language. The first is the provision of an unqualified right to use Māori in the law-making process. The second is the use of Māori in the substantive enactment of law. The third is a principled and consistent approach to drafting and interpreting Māori words and provisions in statutes.</p>

Ciudad Cayalá, a New Extension of Guatemala City

In 2003, Estudio Urbano in partnership with master planner Leon Krier, proposed a new traditional town as an extension of Guatemala City: Ciudad Cayalá. Its goal is to create a humane, hospitable urban environment that fosters a strong sense of community, while generating local employment opportunities and a vibrant commercial and civic life. Paseo Cayalá is the first built quarter that is intended to serve as a model for future growth. It revives Guatemala’s unique architectural identity and offers a way of life radically different from the typically disconnected, car-oriented developments. The principle of mixed-use and programmatically-tuned architectural variety has laid the foundation for a robust emerging public realm. Paseo Cayalá celebrates local identity and has become a place of hope and happiness.