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The International journal of social education : official journal of the Indiana Council for the Social Studies最新文献

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Citizenship Not Wanted, but Received 公民身份不是想要的，而是得到的
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2021-01-02 DOI: 10.1080/00377996.2020.1794772
Thomas Misco, Estevan Molina, Brian D. Schultz
{"title":"Citizenship Not Wanted, but Received","authors":"Thomas Misco, Estevan Molina, Brian D. Schultz","doi":"10.1080/00377996.2020.1794772","DOIUrl":"https://doi.org/10.1080/00377996.2020.1794772","url":null,"abstract":"Abstract The United States has a lengthy history of welcoming immigrants from throughout the world and ultimately naturalizing and conferring citizenship to them. Yet, a number of indigenous and people of color never consented to citizenship and many still do not wish to have it. This article explores the role of citizenship as a tool to not only appropriate, assimilate, and colonize indigenous peoples and their lands, but to also decouple citizenship and political participation. We ultimately suggest the deployment of a Structured Academic Controversy about indigenous patriotism so that students can consider negative, positive, neutral, and multifaceted perspectives on the normally assumed uncontroversial topic of U.S. citizenship and assimilative culture from the perspective of indigenous peoples.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"19 1","pages":"46 - 56"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82390522","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
The Impact of an Action Civics Program on the Community & Political Engagement of Youth 行动公民计划对青年社区和政治参与的影响
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-12-16 DOI: 10.1080/00377996.2020.1854163
B. Blevins, Karon N. LeCompte, Tiffani A. Riggers-Piehl, N. Scholten, K. Magill
{"title":"The Impact of an Action Civics Program on the Community & Political Engagement of Youth","authors":"B. Blevins, Karon N. LeCompte, Tiffani A. Riggers-Piehl, N. Scholten, K. Magill","doi":"10.1080/00377996.2020.1854163","DOIUrl":"https://doi.org/10.1080/00377996.2020.1854163","url":null,"abstract":"Abstract This study present findings related to students’ community and political engagement and activism after participation in an action civics institute. The institute, iEngage, is a weeklong summer experience for rising fifth through rising ninth graders that utilizes the action civics inquiry cycle to foster civic skills and cultivate participation and engagement in one’s community. Through this 4-year longitudinal quantitative study, researchers evaluated youth participants’ abilities, competencies, and experiences related to three civic constructs: community engagement, political engagement, and political activism. Results from the study show effective increases in students’ participation within each of the three respective constructs and provide promising alternatives to the conventional teaching and learning of civics education.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"40 1","pages":"146 - 160"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76867544","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: 3
Can Pre-K Use C3? Exploring the Usefulness of the C3 Framework with Prekindergarten Students and their Teacher in an Inquiry on Landmarks Pre-K可以使用C3吗?C3框架在幼儿园学生及其教师地标性探究中的有效性探讨
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-12-04 DOI: 10.1080/00377996.2020.1854162
E. Casey
{"title":"Can Pre-K Use C3? Exploring the Usefulness of the C3 Framework with Prekindergarten Students and their Teacher in an Inquiry on Landmarks","authors":"E. Casey","doi":"10.1080/00377996.2020.1854162","DOIUrl":"https://doi.org/10.1080/00377996.2020.1854162","url":null,"abstract":"Abstract Deep social studies-based engagement is critical in early childhood to provide a foundation for later learning and increasingly mature understandings. Skills and attitudes necessary for active citizenship should be fostered in prekindergarten “in a way which is appealing and pleasurable (Casey, DiCarlo, & Sheldon, 2019, p. 1)”. The National Council for the Social Studies College, Career, and Civic Life (C3) Framework is written for kindergarten through 12th grade, but could it a guide for successful inquiries with children in prekindergarten? If so, could the framework also provide a helpful tool for early childhood educators unsure of how to create inquiry experiences? This study’s purpose was to examine the experiences and outcomes of eleven prekindergarten students and their teacher as they explored landmarks over a five-week inquiry using the C3 Framework. Qualitative analyses of data sources suggest the C3 Framework guided inquiry on landmarks led to the formation of foundational geographical schemas in the children and supportive inquiry pedagogy schemas for the teacher.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"85 1","pages":"161 - 176"},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75360921","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
Media Literacy for Elementary Education Students: Inquiry into Fake News 小学教育学生的媒介素养:假新闻探究
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-11-27 DOI: 10.1080/00377996.2020.1841717
Isabela Queiroz De Jesus, Janie Hubbard
{"title":"Media Literacy for Elementary Education Students: Inquiry into Fake News","authors":"Isabela Queiroz De Jesus, Janie Hubbard","doi":"10.1080/00377996.2020.1841717","DOIUrl":"https://doi.org/10.1080/00377996.2020.1841717","url":null,"abstract":"Abstract This work focuses on facilitating upper elementary students’ media literacy skills development. Students engage in authentic techniques to recognize and verify media content and sources. Relevant background topics follow this structure: (a) introduction including literature review and purpose, (b) brief history of fake news, (c) impacts of misleading information on society, and (d) how to moderate fake news. The final student inquiry adheres to the College, Career, and Civic Life (C3) Framework for Social Studies. Students investigate these questions: What is fake news? Why should I care? How can fake news affect people and institutions? Why does fake news affect our lives and societies? Interactive, current resources are included to activate students’ abilities to discern multiple fake news concepts and categories. Extra resources accentuate students’ debate skills regarding free speech rights versus media ambiguity. Recommendations for students’ public informed action solutions are discussed.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"49 1","pages":"136 - 145"},"PeriodicalIF":0.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78925758","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: 5
First Graders’ Inquiry Into the Myths and History of Colonists and Wampanoags at Plimoth 一年级学生探究普利茅斯殖民者和万帕诺亚格人的神话和历史
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-10-12 DOI: 10.1080/00377996.2020.1821346
J. Bickford
{"title":"First Graders’ Inquiry Into the Myths and History of Colonists and Wampanoags at Plimoth","authors":"J. Bickford","doi":"10.1080/00377996.2020.1821346","DOIUrl":"https://doi.org/10.1080/00377996.2020.1821346","url":null,"abstract":"Abstract First graders engaged in an extended historical inquiry. Close readings of secondary and primary sources evoked rich class discussion. Scaffolding directed students’ scrutiny of secondary sources for historical gaps; they ably detected source and intent within the primary sources. Students articulated newly constructed understandings through diverse forms of text-based writing. Students’ verbal contributions were far more robust than written communications. They demonstrated criticality and historical thinking quite substantively during classroom discussions, small-group dialogue, or one-on-one interactions, such as when asked to clarify their written statements. Students also engaged in an age-appropriate adaptation of informed action. Limitations included lack of time available for extended inquiries and students’ inexperience, which are expected considering the age group. Teachers and research can gain rich, nuanced understandings from close examinations of classroom-based learning.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"1 1","pages":"63 - 75"},"PeriodicalIF":0.0,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89709880","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: 7
Dominant Narratives and Historical Perspective in Time Travel Stories: A Case Study of Doctor Who 时空旅行故事中的主导叙事与历史视角——以《神秘博士》为例
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-10-09 DOI: 10.1080/00377996.2020.1829527
Jolie C. Matthews
{"title":"Dominant Narratives and Historical Perspective in Time Travel Stories: A Case Study of Doctor Who","authors":"Jolie C. Matthews","doi":"10.1080/00377996.2020.1829527","DOIUrl":"https://doi.org/10.1080/00377996.2020.1829527","url":null,"abstract":"Abstract Historical novels, films, and other media can disrupt or reinforce dominant narratives about the past. Educators must be careful that when they attempt to select material from a range of seemingly diverse perspectives, they do not choose content that nevertheless maintains problematic depictions of people, places, and events. Time travel stories offer a unique opportunity for students to consider, discuss, and research both “the past” and popular media’s construction of the past, as well as confront their assumptions about what they believe is “true to history” and why. This article presents a case study and content analysis of the time travel TV show Doctor Who, and its narrative construction of the past around race and gender in particular. Implications are discussed for how the show might teach students about historical perspective and popular media’s influence on perceptions of history in subtle and overt ways.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"20 1","pages":"76 - 90"},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91054381","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: 3
“A Woman Question and a Race Problem”: Attending to Intersectionality in Children’s Literature “一个女性问题与一个种族问题”:关注儿童文学中的交叉性
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-08-21 DOI: 10.1080/00377996.2020.1809979
A. Vickery, N. Rodríguez
{"title":"“A Woman Question and a Race Problem”: Attending to Intersectionality in Children’s Literature","authors":"A. Vickery, N. Rodríguez","doi":"10.1080/00377996.2020.1809979","DOIUrl":"https://doi.org/10.1080/00377996.2020.1809979","url":null,"abstract":"Abstract Historical narratives of Black women often focus solely on racial discrimination without acknowledging the structural and systemic gender-based discrimination they faced. Crenshaw’s concept of intersectionality draws upon decades of Black feminist scholarship delineating how Black women experience systemic oppression on account of both their race and gender simultaneously and can serve as an important framework to guide more critical conversations related to the long civil right movement. This article considers how three picturebook biographies about Black women who are often overlooked in early social studies education can powerfully demonstrate the intersectional roles of racism and sexism in their lived experiences.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"19 1","pages":"57 - 62"},"PeriodicalIF":0.0,"publicationDate":"2020-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75198869","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: 5
Accommodating Emotion and Affect in Political Discussions in Classrooms 课堂政治讨论中的调节情绪与影响
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-06-01 DOI: 10.1080/00377996.2020.1758015
H. James Garrett, A. Segall, M. Crocco
{"title":"Accommodating Emotion and Affect in Political Discussions in Classrooms","authors":"H. James Garrett, A. Segall, M. Crocco","doi":"10.1080/00377996.2020.1758015","DOIUrl":"https://doi.org/10.1080/00377996.2020.1758015","url":null,"abstract":"Abstract This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national political discourse, being prepared for and accommodating these elements will be essential to taking up these strategies as a form of inquiry-oriented teaching and learning that seeks to address public issues with students across the curriculum.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"8 1","pages":"312 - 323"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84193700","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: 10
Film in History Education: A Review of the Literature 电影在历史教育中的作用:文献综述
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-05-25 DOI: 10.1080/00377996.2020.1757598
William H. Peters
{"title":"Film in History Education: A Review of the Literature","authors":"William H. Peters","doi":"10.1080/00377996.2020.1757598","DOIUrl":"https://doi.org/10.1080/00377996.2020.1757598","url":null,"abstract":"Abstract This article charts the ways in which film has been included in history education over time and the research that has accompanied this. Through an analysis of historical development, current strands of educational research are realigned according to Epstein’s theory of historical perspectives. Following this, the article presents a thorough critique of research on film in history education and suggests a path for future research based on an informed appreciation of the past.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"66 1","pages":"275 - 295"},"PeriodicalIF":0.0,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81524019","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
“Starting Points Matter”: Humanizing Economics Pedagogy through New Economic Paradigms “起点很重要”:新经济范式下经济学教学的人性化
The International journal of social education : official journal of the Indiana Council for the Social Studies Pub Date : 2020-05-07 DOI: 10.1080/00377996.2020.1757600
N. Shanks
{"title":"“Starting Points Matter”: Humanizing Economics Pedagogy through New Economic Paradigms","authors":"N. Shanks","doi":"10.1080/00377996.2020.1757600","DOIUrl":"https://doi.org/10.1080/00377996.2020.1757600","url":null,"abstract":"Abstract This paper considers the implications of the neoclassical dominant narrative in economics education and conceptualizes specific responses that teachers and teacher educators can take to promote a humanizing economics pedagogy. I briefly describe alternative economic paradigms and contrast them with neoclassical fundamentals. Then, I include economic lesson ideas to showcase ways to teach traditional economic content in ways that attend to neoclassicism but expand the potential of the discipline into new paradigms. By interrogating the fundamentals of neoclassical economics, students and teachers of economics can use these new economic paradigms to foster a counternarrative that is more critical and humanizing and can help address the prevailing themes of an era marked by systemic oppression.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"88 1","pages":"296 - 311"},"PeriodicalIF":0.0,"publicationDate":"2020-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87702658","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: 12
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