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Critical Social Issues in American Education

Critical Social Issues in American Education Author H. Svi Shapiro
ISBN-10 9781135627423
Release 2004-09-22
Pages 520
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This text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators. Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like. The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit. The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings. This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing. This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.



Social Studies Teacher Education

Social Studies Teacher Education Author Christopher C. Martell
ISBN-10 9781641130486
Release 2017-10-01
Pages 243
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Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and highprofile police killings of unarmed Black and Brown people, the persistence of global terrorism, a largescale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (CochranSmith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?



Critical Issues in Education

Critical Issues in Education Author Eugene F. Provenzo
ISBN-10 9781412904773
Release 2006-04-06
Pages 312
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Eugene Provenzo, a nationally recognized scholar in the social and cultural foundations of education, has edited this collection of significant readings relevant to western traditions of education. Focusing on modern and postmodern ideas, Critical Issues in Education: An Anthology of Readings includes selections from scholars of education ranging from John Dewey and William James to important contemporary writers such as bell hooks, Sonia Nieto, and Henry Giroux.



Critical Theories Radical Pedagogies and Social Education

Critical Theories  Radical Pedagogies  and Social Education Author Abraham P. DeLeon
ISBN-10 9460912761
Release 2010
Pages 189
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Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching. Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension. This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles-where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide-to social studies education.



Critical Issues in Social Studies Research for the 21st Century

Critical Issues in Social Studies Research for the 21st Century Author William B. Stanley
ISBN-10 9781607528395
Release 2001-06-01
Pages 273
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The authors of the nine other chapters in this book have struggled with the issues discussed above in several different ways. The chapter authors represent a wide range of views and expertise within the field of social studies. Some have been leading social studies scholars for three or four decades. Other authors represent new voices that have begun to shape the direction social studies will take in the future. The topics examined here include the debate over how to define social studies, social studies and the impact of the standards/accountability movement, the contextual constraints/ restraints on teaching social studies, education for democracy, rationales for teaching history, multicultural education, global education, social studies and educational technology, and the nature and effectiveness of social studies research.



The Importance of Teaching Social Issues

The Importance of Teaching Social Issues Author Samuel Totten
ISBN-10 9781317657675
Release 2014-08-07
Pages 274
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John Dewey’s My Pedagogical Creed outlined his beliefs in regard to teaching and learning. In this volume, prominent contemporary teacher educators such as Diana Hess, Geneva Gay and O.L. Davis follow in Dewey’s footsteps, articulating their own pedagogical creeds as they relate to educating about social issues. Through personal stories, each contributor reveals the major concerns, tenets, and interests behind their own teaching and research, including the experiences underlying their motivation to explore social issues via the school curriculum. Rich with biographical detail, The Importance of Teaching Social Issues combines diverse voices from curriculum theory, social studies education, science education, and critical theory, providing a unique volume relevant for today’s teachers and education scholars.



Critical Issues and Trends in American Education

Critical Issues and Trends in American Education Author Emit Duncan Grizzell
ISBN-10 CORNELL:31924013056183
Release 1949
Pages 231
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Critical Issues and Trends in American Education has been writing in one form or another for most of life. You can find so many inspiration from Critical Issues and Trends in American Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Critical Issues and Trends in American Education book for free.



The Political Classroom

The Political Classroom Author Diana E. Hess
ISBN-10 9781317575023
Release 2014-11-13
Pages 268
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Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.



Radical Possibilities

Radical Possibilities Author Jean Anyon
ISBN-10 9781136202216
Release 2014-03-14
Pages 234
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The core argument of Jean Anyon’s classic Radical Possibilities is deceptively simple: if we do not direct our attention to the ways in which federal and metropolitan policies maintain the poverty that plagues communities in American cities, urban school reform as currently conceived is doomed to fail. With every chapter thoroughly revised and updated, this edition picks up where the 2005 publication left off, including a completely new chapter detailing how three decades of political decisions leading up to the “Great Recession” produced an economic crisis of epic proportions. By tracing the root causes of the financial crisis, Anyon effectively demonstrates the concrete effects of economic decision-making on the education sector, revealing in particular the disastrous impacts of these policies on black and Latino communities. Going beyond lament, Radical Possibilities offers those interested in a better future for the millions of America’s poor families a set of practical and theoretical insights. Expanding on her paradigm for combating educational injustice, Anyon discusses the Occupy Wall Street movement as a recent example of popular resistance in this new edition, set against a larger framework of civil rights history. A ringing call to action, Radical Possibilities reminds readers that throughout U.S. history, equitable public policies have typically been created as a result of the political pressure brought to bear by social movements. Ultimately, Anyon’s revelations teach us that the current moment contains its own very real radical possibilities.



Contradictions of School Reform

Contradictions of School Reform Author Linda McNeil
ISBN-10 9781135963286
Release 2002-09-11
Pages 256
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First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.



Teaching Controversial Issues

Teaching Controversial Issues Author Nel Noddings
ISBN-10 9780807774885
Release
Pages
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In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others values. Book Features: Underscores the necessity of moral commitment in the use of critical thinking. Offers assistance for handling controversial issues that many teachers find unsettling. Proposes a way for students and teachers to work together across the disciplines. “Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” —Andrew Fiala, professor, California State University, Fresno “Chock-full of contemporary and historical examples, this book offers educators myriad examples of how to help students learn to talk with and listen to others and to understand the fullness of our collective humanity.” —Suzanne M. Wilson, University of Connecticut



A Different View of Urban Schools

A Different View of Urban Schools Author Kitty Kelly Epstein
ISBN-10 0820478792
Release 2006-01-01
Pages 144
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Textbook



Critical issues in philosophy of education

Critical issues in philosophy of education Author Creighton Peden
ISBN-10 STANFORD:36105032588027
Release 1979-08-01
Pages 126
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Critical issues in philosophy of education has been writing in one form or another for most of life. You can find so many inspiration from Critical issues in philosophy of education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Critical issues in philosophy of education book for free.



Handbook on Teaching Social Issues

Handbook on Teaching Social Issues Author Ronald W. Evans
ISBN-10 9781607528753
Release 2007
Pages 406
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This handbook explores the issues-centered curriculum for social studies teaching and how student performance reflects an intellectual capacity to address public issues. The book is divided into 11 parts with essays to address specific aspects of the approach. The foreword, written by Shirley Engle, establishes a context for issues-based curriculum. Essays include: "Defining Issues-Centered Education" (Ronald W. Evans; Fred M. Newmann; David Warren Saxe); "Building a Rationale for Issues-Centered Education" (Anna S. Ochoa-Becker); "The Engle-Ochoa Decision Making Model for Citizenship Education" (Rodney F. Allen); "Using Issues in the Teaching of American History" (David Warren Saxe); "World History and Issues-Centered Instruction" (Richard E. Gross); "Issues-Centered Approaches to Teaching Geography Courses" (A. David Hill; Salvatore J. Natoli); "Issues-Centered Global Education" (Merry M. Merryfield; Connie S. White); "An Approach to Issues-Oriented Economic Education" (Beverly J. Armento; Francis W. Rushing; Wayne A. Cook); "Teaching Issues-Centered Anthropology, Sociology, and Psychology" (Jerry A. Ligon; George W. Chilcoat); "Issue-Centered Curricula and Instruction at the Middle Level" (Samuel Totten; Jon Pedersen); "An Issues-Centered Curriculum for High School Social Studies" (Ronald W. Evans; Jerry Brodkey); "Assessing Student Learning of an Issue-Oriented Curriculum" (Walter C. Parker); "International Social Studies: Alternative Futures" (James L. Barth); "International Relations/Foreign Policy Teaching Resources" (Mary E. Soley); "Domestic Economic Policy" (Ronald A. Banaszak); "Teaching about International Human Rights" (Nancy Flowers); and "Children's Rights" (Beverly C.Edmonds). An afterword is provided by James Shaver. (EH)



Critical Issues in Social Studies Teacher Education

Critical Issues in Social Studies Teacher Education Author Susan Adler
ISBN-10 9781607528401
Release 2006-03-01
Pages 245
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Taken together, these authors explore the many and varied challenges faced by teacher educators generally, and social studies teacher educators specifically. Their analyses and recommendations provide a starting point for ongoing deliberations about the nature and challenges of the field. There are no easy answers; but continuing the discussion is crucial.



Invisible Children in the Society and Its Schools

Invisible Children in the Society and Its Schools Author Sue Books
ISBN-10 9781317374329
Release 2015-04-24
Pages 328
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The authors in this book use the metaphors of invisibility and visibility to explore the social and school lives of many children and young people in North America whose complexity, strengths, and vulnerabilities are largely unseen in the society and its schools. These “invisible children” are socially devalued in the sense that alleviating the difficult conditions of their lives is not a priority—children who are subjected to derogatory stereotypes, who are educationally neglected in schools that respond inadequately if at all to their needs, and who receive relatively little attention from scholars in the field of education or writers in the popular press. The chapter authors, some of the most passionate and insightful scholars in the field of education today, detail oversights and assaults, visible and invisible, but also affirm the capacity of many of these young people to survive, flourish, and often educate others, despite the painful and even desperate circumstances of their lives. By sharing their voices, providing basic information about them, and offering thoughtful analysis of their social situation, this volume combines education and advocacy in an accessible volume responsive to some of the most pressing issues of our time. Although their research methodologies differ, all of the contributors aim to get the facts straight and to set them in a meaningful context. New in the Third Edition: Chapters retained from the previous edition have been thoroughly revised and updated, and five totally new chapters have been added on the topics of: *young people pushed into the “school-to-prison” pipeline; *the “environmental landscape” of two out-of-school Mexican migrant teens in the rural Midwest; *the perceptions and practices, in and outside schools, that construct African American boys as school failures; *negative portrayals of blackness in the context of understanding the “collateral damage of continued white privilege”; and *working-class pregnant and parenting teens’ efforts to create positive identities for themselves. Of interest to a broad range of researchers, students, and practitioners across the field of education, this compelling book is accessible to all readers. It is particularly appropriate as a text for courses that address the social context of education, cultural and political change, and public policy, including social foundations of education, sociology of education, multicultural education, curriculum studies, and educational policy.



Leadership for Social Justice

Leadership for Social Justice Author Anthony H. Normore
ISBN-10 9781607529026
Release 2008-12-01
Pages 329
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The purpose of this book series is to promote research on educational leadership for social justice. Specifically, we seek edited volumes, textbooks, and full!length studies focused on research that explores the ways educational leadership preparation and practice can be a means of addressing equity concerns throughout P20 education. Within this book Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice the contributors provide a variety of rich perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. These designs reiterate the importance of bridging theory and practice while simultaneously producing significant research and scholarship in the field. Collectively, the authors seek to give voice to empowering, social justicefocused research—an area that continues to garner much interest in the areas of educational leadership research, teaching, and learning. In conjunction with the “theme” of this issue, the chapters offer research from an American perspective and offer suggestions, and implications for the field of educational leadership on both a national and international level. The collection contributes to research, theory and practice in educational and community settings.