Journal of Social Studies Research最新文献_第8页

Discursive struggles for multicultural curriculum in South Korea 韩国多元文化课程的话语斗争

Journal of Social Studies Research Pub Date : 2021-01-01 DOI: 10.1016/j.jssr.2020.05.005

Jiyoung Kang

{"title":"Discursive struggles for multicultural curriculum in South Korea","authors":"Jiyoung Kang","doi":"10.1016/j.jssr.2020.05.005","DOIUrl":"10.1016/j.jssr.2020.05.005","url":null,"abstract":"<div><p><span><span>This paper examines how discourses on multicultural education are constructed in the recent curriculum reforms of South Korea. In response to the rapid demographic change in the last two decades, the South Korean government has revised its national curriculum to promote multicultural education. However, contrary to the benign intention, multicultural education often serves to perpetuate the dominant group’s perspectives. By employing </span>critical discourse analysis, this study investigates implicit messages of multicultural education embedded in the recently revised national curricula of </span>social studies<span>. The findings of this study reveal that the revised curricula contain five competing discourses including pluralist, conservative, essentialist<span>, neoliberal, and critical multiculturalism, each of which has conflicting values and approaches to multicultural education. This discursive conflict in the new curricula shows ambivalence and conceptual instability of multicultural education promoted by the Korean government. By demonstrating how multiple and conflicting discourses coexist in the national curriculum at the same time, this study complicates previous research focusing on unpacking a single predominant discourse in multicultural education.</span></span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.05.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86472020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Critical affective civic literacy: A framework for attending to political emotion in the social studies classroom 批判性情感公民素养：社会研究课堂中关注政治情感的框架

Journal of Social Studies Research Pub Date : 2021-01-01 DOI: 10.1016/j.jssr.2020.06.003

Patrick Keegan

引用次数: 29

书评:崛起:来自新美国海岸的快讯

Journal of Social Studies Research Pub Date : 2021-01-01 DOI: 10.1016/j.jssr.2020.09.001

R. Zackary Seitz

引用次数: 12

‘This is me’: Expressions of intersecting identity in an LGBTQ+ ethnic studies course “这就是我”:LGBTQ+种族研究课程中交叉身份的表达

Journal of Social Studies Research Pub Date : 2021-01-01 DOI: 10.1016/j.jssr.2020.04.003

Laura Moorhead , Jeremy Jimenez

{"title":"‘This is me’: Expressions of intersecting identity in an LGBTQ+ ethnic studies course","authors":"Laura Moorhead , Jeremy Jimenez","doi":"10.1016/j.jssr.2020.04.003","DOIUrl":"10.1016/j.jssr.2020.04.003","url":null,"abstract":"<div><p>This case study considers how one public high school in Northern California offered a yearlong course that combined a semester-long LGBTQ+ studies class with a semester-long ethnic studies class, taught by the same teacher and attended by the same cohort of 26 students. Through a combination of identity maps, student interviews, and a transfer task (i.e., a digital textbook project), we explored students’ experiences and efforts to discern how their awareness of LGBTQ+ and ethnic studies issues, particularly the intersectionality of those issues, may have influenced their own identities. This research offers a model for educators and policymakers, as well as lessons learned and inspiration, for incorporating intersectional LGBTQ+ content and curriculum into social studies classrooms. It presents ways, both big and small, for K-12 educators to connect LGBTQ+ issues and rights with those from communities of color. Findings illustrate that queer theory and historical thinking can indeed offer a valuable guide for encouraging social studies educators and students to expand their understanding of the intersecting experiences of people of color and the LGBTQ+ community.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.04.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86240451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

BOOK REVIEW: Ortiz, P. (2018). An African American and Latinx history of the United States 书评:奥尔蒂斯，P.(2018)。非裔美国人和拉丁裔美国人的历史

Journal of Social Studies Research Pub Date : 2021-01-01 DOI: 10.1016/j.jssr.2020.08.002

Judy DeRosier

{"title":"BOOK REVIEW: Ortiz, P. (2018). An African American and Latinx history of the United States","authors":"Judy DeRosier","doi":"10.1016/j.jssr.2020.08.002","DOIUrl":"10.1016/j.jssr.2020.08.002","url":null,"abstract":"<div><p><span><span>Paul Ortiz approaches the book from a historical perspective as he explores the relationships between Latin American, Caribbean, and American history. The author presented a kind of camaraderie and shared experiences between the oppressed people living in the United States, the Caribbean, Central, and South America.Throughout the book, he chronologically poses his arguments to explain the extraordinary journey individuals, groups, and agencies took to fight for emancipation in those places. Ortiz reveals the potential to form an international community aimed to overcome the residual effects of imperialism and </span>colonialism.Ortiz begins by walking readers through various experiences that allowed him to claim his Latinx roots boldly. Moreover, he implores the reader to understand his use of the,sometimes, political terms \"Black,\" \"Brown,\" and Latinx. Certainly, Ortiz shows the potential kinships between African Americans and Latinx peoples that is worth exploring in the current </span>social studies<span> curriculum. Moreover, his use of \"x\" after the word \"Latin\" deliberately includes the LGBTQ+ community in this reenvisioned narrative of American history. While Ortiz uses the term Latinx throughout the book, there were no explicit narratives presented to outline LGBTQ+ contributions in the joint fight against imperialism in the Americas. While a missed opportunity, still, by entering \"x\" as the new terminology about Latinx thinkers, Ortiz helps to make the invisible,somewhat visible.</span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.08.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86716536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social studies education in Argentina: Hacia Una Ciudadania global? 阿根廷的社会研究教育:haacia Una Ciudadania global?

Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.06.002

Erik Jon Byker , Violeta Vainer

{"title":"Social studies education in Argentina: Hacia Una Ciudadania global?","authors":"Erik Jon Byker , Violeta Vainer","doi":"10.1016/j.jssr.2020.06.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.06.002","url":null,"abstract":"<div><p>The purpose of our article is to investigate and report on a document analysis study of social studies<span> education in Argentina. In particular, our focus is on the progression of citizenship education and the inclusion of global perspectives in social studies education within Argentina’s elementary schools. Like many other countries in the world, Argentina has followed a growing trend to include global perspectives in their national curricula. We investigate the contours of what this entails for Argentina’s elementary schools. We begin the article by situating our purpose in the larger field of global citizenship education. Next, we review the literature and describe Argentina’s socio-historical context and report on how that context informs Argentina’s education system<span>. We then move to the study’s methodology, which is grounded in the following research questions: (1) How is social studies organized in Argentina and how has the purpose of social studies evolved over time? (2) To what degree, if any, are global perspectives represented in Argentina’s elementary social studies curricula? To address these questions, we employ document analysis research design (Bowen, 2009). In this analysis, we review Argentina’s education policy documents and social studies curricular documents. We follow Fereday and Muir-Cochrane’s (2006) three-prong approach for data analysis of documents. We share the findings of the research based on the aforementioned questions. We conclude the article with a discussion of how environmental awareness, human rights, and global competencies are included in the initiative to increase global citizenship education within Argentina’s social studies curricula.</span></span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.06.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91620413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education 挑战职前教师对全球化的理解:全球公民教育的关键知识

Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.05.004

John P. Myers , Keith Rivero

{"title":"Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education","authors":"John P. Myers , Keith Rivero","doi":"10.1016/j.jssr.2020.05.004","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.05.004","url":null,"abstract":"<div><p><span>This article addresses the demand for global content knowledge that the process of internationalization has placed on the preparation of </span>social studies<span><span><span><span> teachers. Drawing on scholarship about global perspectives in teacher education, this study examined what one cohort of preservice teachers learned about globalization during participation in a three-week, web-based, </span>international relations simulation. The unit was part of a methods course designed to prepare preservice teachers to teach global issues and internationalize the curriculum. International simulations have long been touted as a means for learning challenging knowledge about global issues yet are rarely studied in teacher education. This </span>qualitative study drew on concept maps and written responses completed before and after the simulation to document the preservice teachers’ learning. The analysis generated two findings: (1) preservice teachers acquired a shared, conceptual vocabulary for globalization that included the events and actors represented in the simulation; and (2) they also demonstrated a more systematic and critical understanding of the ways that power and conflict shaped the events and actors. The study contributes to the question of what teachers need to know to teach with global perspectives and how efforts to internationalize teacher </span>education programs can foster such knowledge.</span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.05.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91620411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Lessons from A-bomb survivors: Researching Hiroshima & Nagasaki survivors’ perspectives for use in U.S. social studies classrooms 原子弹幸存者的教训:研究广岛和长崎幸存者的视角，用于美国社会研究课堂

Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.03.002

Brad M. Maguth, Misato Yamaguchi

{"title":"Lessons from A-bomb survivors: Researching Hiroshima & Nagasaki survivors’ perspectives for use in U.S. social studies classrooms","authors":"Brad M. Maguth, Misato Yamaguchi","doi":"10.1016/j.jssr.2020.03.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2020.03.002","url":null,"abstract":"<div><p>As world leaders strengthen their nuclear arsenals, and fears of global nuclear proliferation increase, social studies teachers must be prepared to help learners investigate the devastating consequences on human life and property associated with their use. This manuscript presents an ethnological study of six atomic bomb survivors from Hiroshima and Nagasaki during World War II. Participants completed a qualitative questionnaire describing their experiences during World War II, and making recommendations to U.S. social studies teachers when teaching about the dropping of the atomic bombs in Hiroshima and Nagasaki in Japan. Data was analyzed to identify patterns and themes, and two categories emerged related to our research question. Findings suggest participants support U.S. teachers imparting global perspectives that speak directly to the destructive power of the atomic bomb and its impact on humans and the environment for years to come. This includes a movement away from using the social studies curriculum to point fingers of historic blame in the use of atomic weapons, and towards empowering learners to become agents of change in actualizing a nuclear free and peaceful world. We discuss the implications of this study’s findings in social studies and global education.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.jssr.2020.03.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91620415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Guest Editor’s note research on international social studies education 国际社会研究教育客座编辑研究

Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.08.001

Jing A. Williams

引用次数: 1

Global citizenship education through global children's literature: An analysis of the NCSS Notable Trade Books 全球儿童文学中的全球公民教育:NCSS著名贸易图书分析

Journal of Social Studies Research Pub Date : 2020-10-01 DOI: 10.1016/j.jssr.2020.05.001

Elizabeth Kenyon, Andrea Christoff

引用次数: 7