JSSE - Journal of Social Science Education最新文献

{"title":"Review Essay on the Book: Ian Mac Mullen. 2015. Civics Beyond Critics. Character Education in a Liberal Democracy. Oxford University Press.","authors":"T. Hippe","doi":"10.2390/JSSE-V15-I1-1502","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I1-1502","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130849197","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}

{"title":"Frankfurt Declaration: For a Critical-Emancipatory Political Education","authors":"A. Eis, Bettina Lösch, Achim Schröder, Ger Steffens","doi":"10.2390/JSSE-V15-I1-1520","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I1-1520","url":null,"abstract":"Political Education (or Citizenship, Social Science or Democracy Education) is delivered, on the one hand, through different school subjects as well as through cross-curricular practice. On the other hand, Political Education is also practiced outside of schools in different non-formal contexts: in educational institutions, through youth associations, political foundations and NGOs, as well as in informal settings, for instance, participation in social movements and other grassroots initiatives.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129622308","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}

{"title":"Digital Tools and Social Science Education","authors":"O. Bombardelli, P. Ferreira","doi":"10.2390/JSSE-V15-I1-1522","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I1-1522","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127367716","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}

{"title":"Digital Storytelling for Historical Understanding: Treaty Education for Reconciliation","authors":"K. Hildebrandt, P. Lewis, C. Kreuger, Joseph Naytowhow, J. Tupper, A. Couros, Ken Montgomery","doi":"10.2390/JSSE-V15-I1-1432","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I1-1432","url":null,"abstract":"This paper presents the findings of a research project that sought to interrogate the possibilities of digital storytelling as a pathway towards a more complete understanding of treaties and the treaty relationship in western Canada. This research is situated in the province of Saskatchewan, where treaty education (that is, education about the history of the numbered treaties signed between First Nations people and the British Crown, as well as the subsequent history of the treaty relationship) has been mandatory for almost a decade. The paper details a two-year journey alongside elementary educators as they used digital storytelling to take up treaty education in their classrooms. We present an overview of the research project as well as the narratives of a teacher, a researcher, and a Cree knowledge keeper, all of whom were involved in and reflected on the research journey. We consider the research findings alongside these narratives in order to explore the possibilities that digital storytelling might offer as we, as a Canadian nation, move towards reconciliation with Aboriginal people within a Canadian context of ongoing colonialism. Questo articolo presenta i risultati di un progetto di ricerca che ha cercato di indagare sulle possibilita della narrazione digitale di storie (storytelling) come percorso verso una comprensione piu completa dei trattati e del rapporto fra i trattati nel Canada occidentale. Questa indagine e situata nella provincia di Saskatchewan, dove l'istruzione sui trattati (cioe, l'educazione sulla storia dei trattati numerati firmati tra la Prima Nazione e la Corona Britannica, cosi come la storia successiva del rapporto fra i trattati) e stato obbligatorio per quasi un decennio. Il saggio riporta un percorso di due anni con insegnanti di scuola elementare che hanno usato lo storytelling digitale per fare l'educazione ai trattati nelle loro classi. Presentiamo una panoramica del progetto di ricerca ed i racconti di un insegnante, di un ricercatore, e un guardiano Cree della conoscenza, i quali sono stati coinvolti nella ricerca e riflettono sul percorso svolto. Consideriamo i risultati dell’indagine insieme a questi racconti, al fine di esplorare le possibilita che la narrazione digitale potrebbe offrire dato che noi, come nazione canadese, procediamo verso la riconciliazione con gli aborigeni in un contesto canadese di colonialismo in corso.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133040188","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}

{"title":"Review of the Book: Paul Verhaeghe, 2014. What About Me? The Struggle for Identity in a Market-Based Society Translated from Dutch by Jane Hedley-Prole. Melbourne, London: Scribe","authors":"O. Bombardelli","doi":"10.2390/JSSE-V15-I1-1521","DOIUrl":"https://doi.org/10.2390/JSSE-V15-I1-1521","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132013892","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}

{"title":"An Avenue for Challenging Sexism: Examining the High School Sociology Classroom","authors":"Kaylene M. Stevens, Christopher C. Martell","doi":"10.4119/JSSE-774","DOIUrl":"https://doi.org/10.4119/JSSE-774","url":null,"abstract":"In this interpretative qualitative study, the researchers investigated the beliefs and practices of six high school sociology teachers in relation to the teaching of gender. Using a feminist lens, this study employed mixed methods, analyzing teacher interviews, observations, and classroom artifacts. The results showed that the teachers viewed sociology as different from other social studies courses, because it serves as a more intentional way to reduce sexism and gender stratification. As such, the teachers saw the sociology classroom as a place for students to grapple with issues of gender stratification and inequity.  Teachers’ beliefs related to gender and sexism strongly influenced what they saw as the purpose of sociology class, and it influenced the instructional practices that they used.  Recommendations are made related to professional development around issues of gender equity.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128364069","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}

{"title":"About the Use of the Word \"Market\" in the Teaching of Economics: The Lexicon at Work at the High School and at the University.","authors":"Hervé Blanchard, Yves-Patrick Coléno","doi":"10.2390/JSSE-V14-I4-1397","DOIUrl":"https://doi.org/10.2390/JSSE-V14-I4-1397","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133732278","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}

{"title":"Congress Report: 20th AEEE Conference and 1st ENSECASS Symposium Aix-Marseille University, 27-29 August 2014: Summary and perspectives","authors":"Alain Legardez, Hans-Jürgen Schloesser","doi":"10.2390/JSSE-V14-I4-1508","DOIUrl":"https://doi.org/10.2390/JSSE-V14-I4-1508","url":null,"abstract":"","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121213436","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}

{"title":"Multiperspectivity, Values and Criticism in Economic and Civic Education","authors":"B. Weber","doi":"10.2390/JSSE-V14-I4-1510","DOIUrl":"https://doi.org/10.2390/JSSE-V14-I4-1510","url":null,"abstract":"2 Dr. Birgit Weber is Professor for social science with a focus on economic education at University of Cologne and editor of the JSSE. Her research interests are social science education with a special focus on economic education, curriculum development and research of economic and social science education. Universität zu Köln, Humanwissenschaftliche Fakultät, Gronewaldstraße 2, 50931 Köln Email: birgit.weber@uni-koeln.de Birgit Weber","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126692662","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}

{"title":"Iranian EFL Teachers’ Voices on the Pedagogy of Word and World","authors":"P. Safari, N. Rashidi","doi":"10.2390/JSSE-V14-I4-1443","DOIUrl":"https://doi.org/10.2390/JSSE-V14-I4-1443","url":null,"abstract":"Critical pedagogy (CP) with the eventual aim of creating changes in society towards the socially just world rests upon the premise that language learning is understood as a sociopolitical event. Schools and classrooms are not merely seen as the neutral and apolitical sites or oxymoron of transmitting taken-for-granted knowledge and common sense to students but rather as the political and democratic sites in which teachers, through praxis-oriented activities, furnish opportunities for students to critically question oppressive systems, hierarchies, and sociopolitical inequalities. Through the connection of word to the world, or the relationship between classroom learning and students’ lived experiences and worlds, teachers can create social transformation and empowerment in the marginalized students’ lives. However, teachers as the transformative intellectuals can facilitate this transformative process only if they are equipped with the critical theories, theoretical underpinnings and practical implications of CP. A brief look at the CP literature reveals that most of the researches center on its theories and conceptual dimensions without presenting any pragmatic discourse or practical realizations to critical pedagogues. In fact, this study intends to investigate the problems, concerns, and frustrations that Iranian EFL teachers encounter while enacting this alternative pedagogy. So, the researchers adopted purposive sampling to choose thirty-four EFL teachers from private English language institutes in Tehran, Yazd and Shiraz, Iran; and focused interview as the appropriate data gathering instrument of qualitative research. Finally, the researchers unearthed the relevant themes concerning the practical dimensions as the supplementary components of CP in EFL context of Iran.","PeriodicalId":388043,"journal":{"name":"JSSE - Journal of Social Science Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128127201","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}