social studies education
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Author(s):  
Gerardo Joel Aponte-Safe ◽  
Ana Carolina Díaz Beltrán ◽  
Rebecca C. Christ

Author(s):  
Siti Inayatul Muharromah ◽  
Noor Fatmawati

Education is a core thing in the development of human life, as well as social studies education. In the learning process there are directions for achieving learning or commonly referred to as curriculum. In social studies learning, it is expected to be able to form superior, civilized and characterized human resources. Become an educated human resource with broad knowledge. With the curriculum 13, it is certainly able to make it easier for teachers to prepare varied learning and also increase student motivation. An integrated curriculum is certainly able to improve the desired social studies learning process. The results of this study aim to be able to balance the professionalism of teachers and students in achieving social studies learning based on Curriculum 13. With the integrity of an integrated curriculum, it certainly gives results that are able to increase human resources with high social spirit, excellence and character. Keywords: Social studies education, Currikulum 13, Character human resources.


2021 ◽  
Vol 9 (11) ◽  
pp. 856-867
Author(s):  
Asaah-Junior Stephen Kwabena ◽  
◽  
Felix Agyiri Oppusu Paapa ◽  

Reflective critical thinking skills and attitudes are activities associated with social studies since its inception. Even though, these concepts appear to be crafted nicely in the ghanaian senior high school social studies syllabus, however, how they should be taught appears not to be receiving attention by social studies practitioners. This desktop research explored the practice and theory of these concepts taking into consideration teachers appreciation of reflective critical skills and how teachers facilitate them. Creative ways in which the concepts can be taught to propel development and economic growth has been outlined by the research.


2021 ◽  
Author(s):  
◽  
Andrea Milligan

<p>This is a largely theoretical thesis about social studies education in New Zealand. Its aim is to consider how learners’ ‘ethical decision-making and action’ (to paraphrase the curriculum) could be better supported by proposing a broad theoretical orientation to this curriculum requirement. It argues that although ethics is central to learners’ lives and to the purposes of social studies education, this has hitherto been minimally communicated and elucidated through New Zealand curriculum documentation. It takes the view that while providing pedagogical guidance to teachers is urgent and vital, theoretical considerations should be a first priority. The thesis begins by offering a partly stipulative definition for ethics and foregrounds the complexities of ethical decision-making and action in our everyday lives and in academic ethics. It then considers the relationship between ethics and the purposes of social studies education, and uses a form of content analysis to describe the curricular meanings that have been implicitly ascribed to ethics over time. It explores how the present New Zealand social studies curriculum is framed theoretically and what could be possible within this framing to better support learners to navigate in their ethical worlds. Three adjustments to the curriculum’s framing are proposed: social studies as issues-based education, as counter-socialisation, and as engagement with the philosophy of ethics. These are defended as a matter of social justice, and on the basis of their contribution to a range of social studies outcomes. The thesis then considers the theoretical underpinnings of these proposed adjustments in greater depth. It explores whether an ethically reflexive orientation would better support social studies learners’ ethical decision-making and action, through three analytic moves: charting reflexivity’s tropes in the social sciences and social theory literature, developing an understanding of ethical reflexivity, and questioning the work this concept could do in social studies education. The thesis argues that an ethically reflexive orientation is a theoretical space in the literature worthy of attention, not least because it maps onto the contemporary ethical space in which learners find themselves. The considerable challenges ahead for such an orientation are readily acknowledged, but the thesis finds within the literature, and from the perspectives of a small group of social studies teachers and learners, some optimism that a reflexive orientation could transcend the ethically silent space of New Zealand social studies education.</p>


2021 ◽  
Author(s):  
◽  
Andrea Milligan

<p>This is a largely theoretical thesis about social studies education in New Zealand. Its aim is to consider how learners’ ‘ethical decision-making and action’ (to paraphrase the curriculum) could be better supported by proposing a broad theoretical orientation to this curriculum requirement. It argues that although ethics is central to learners’ lives and to the purposes of social studies education, this has hitherto been minimally communicated and elucidated through New Zealand curriculum documentation. It takes the view that while providing pedagogical guidance to teachers is urgent and vital, theoretical considerations should be a first priority. The thesis begins by offering a partly stipulative definition for ethics and foregrounds the complexities of ethical decision-making and action in our everyday lives and in academic ethics. It then considers the relationship between ethics and the purposes of social studies education, and uses a form of content analysis to describe the curricular meanings that have been implicitly ascribed to ethics over time. It explores how the present New Zealand social studies curriculum is framed theoretically and what could be possible within this framing to better support learners to navigate in their ethical worlds. Three adjustments to the curriculum’s framing are proposed: social studies as issues-based education, as counter-socialisation, and as engagement with the philosophy of ethics. These are defended as a matter of social justice, and on the basis of their contribution to a range of social studies outcomes. The thesis then considers the theoretical underpinnings of these proposed adjustments in greater depth. It explores whether an ethically reflexive orientation would better support social studies learners’ ethical decision-making and action, through three analytic moves: charting reflexivity’s tropes in the social sciences and social theory literature, developing an understanding of ethical reflexivity, and questioning the work this concept could do in social studies education. The thesis argues that an ethically reflexive orientation is a theoretical space in the literature worthy of attention, not least because it maps onto the contemporary ethical space in which learners find themselves. The considerable challenges ahead for such an orientation are readily acknowledged, but the thesis finds within the literature, and from the perspectives of a small group of social studies teachers and learners, some optimism that a reflexive orientation could transcend the ethically silent space of New Zealand social studies education.</p>


2021 ◽  
Vol 11 (2) ◽  
pp. 29-44
Author(s):  
Lauren M. Colley

In 2016, J. D. Vance, a previously unknown author, surprisingly hit the bestseller’s list with his memoir, Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. However, historically scholars have pushed back against the stereotypes that Vance portrays and have argued for a narrative that embraces the diversity of the Appalachian region. Using content analysis, this research study investigated the frequency and context of key terms related to Appalachia across the K-12 social studies standards of states labeled as being part of the region by the Appalachian Regional Commission (ARC). Results illustrate the lack of inclusion of these terms and that, when included, they do not represent the rich history or culture of the region. These results suggest that researchers, teacher educators, and teachers should consider the ways in which standards define curriculum on topics such as Appalachia and how these definitions interact with the powerful narratives being portrayed within our mainstream democracy. Guidance and suggestions for disrupting Appalachian stereotypes within social studies education are provided.  


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