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Research in Global Citizenship Education
Globalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world. This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens.
Engaging Dissonance
This volume explores the internationalization of higher education in the context of global citizenry and intercultural competencies. It focuses on presenting dissonance as a means to facilitating students’ openness to complexity and development of intercultural skills or their experiences in the classroom.
Competing Frameworks
For citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation. Due to the changing nature and sc...
Relational Scholarship With Indigenous Communities
All education and educational scholarship occurs on Indigenous Lands. Despite this reality, U.S. social studies education and scholarship has reinforced settler colonialism through curricula, teacher education, professional development, policy research, and more. To confront settler colonial social studies and transform the field, educators and scholars must engage relational approaches, prioritize community and student expertise, and commit to action that recognizes Indigenous Ways of Knowing. This book brings together Indigenous and non-Indigenous scholars, practitioners, and community partners from across the U.S. to share experiences of, stories about, and hopes for anti-colonial social ...
Teaching Social Studies
Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description
Digging Deeper
Experts in social studies education and gifted education share teacher?tested strategies for differentiating social studies in K?12 classrooms. Chapter authors showcase best?practice and research?based lessons and activities that enrich and expand social studies instruction while building K?12 students’ critical and creative thinking. Each chapter contains two or more teacher?tested lessons or activities linking social studies content and concepts to the standards and recommendations of the National Association for Gifted Children (NAGC) and National Council for the Social Studies (NCSS). This edited volume is targeted toward K?12 teachers and administrators, gifted education coordinators ...
Service?Learning to Advance Social Justice in a Time of Radical Inequality
When considering inequality, one goal for educators is to enhance critical engagement to allow learners an opportunity to participate in an inquiry process that advances democracy. Service?learning pedagogy offers an opportunity to advance engaged?learning opportunities within higher education. This is particularly important given the power dynamics that are endemic within conversations about education, including the conversations around the Common Core, charter schools, and the privatization of education. Critical inquiry is central to the ethos of service?learning pedagogy, a pedagogy that is built upon community partner participation and active reflection. Within higher education, service?learning offers an important opportunity to enhance practice within the community, allowing students to engage stakeholders and youth which is particularly important given the dramatic inequalities that are endemic in today’s society.
Preparing Middle Level Educators for 21st Century Schools
Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms. This volume, Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices provides a review of current research focused on middle level educator preparation at all levels. Our enduring beliefs about young adolescents have not changed (e.g., need for developmentally responsive instruction, caring adults who understand them and are prepared to teach them, opportunities to explore the...
Research on Teaching Global Issues
This edited book is the first full-length volume exclusively devoted to new research on the challenges and practices of teaching global issues. It addresses the ways that schools can and do address young people’s interest and activism in contemporary global issues facing the world. Many young people today are passionate about issues such as climate change, world poverty, and human rights but have few opportunities in schools to study such issues in depth. This book draws on new research to provide a deeper understanding and examples of how global issues are taught in schools. The book is organized in two sections: (1) contexts and policies in which global issues are taught and learned; and (2) case studies of teaching and learning global issues in schools. The central thesis is that global issues are an essential feature of democracy and social action in a world caught in the thrall of globalization. Schools can no longer afford to ignore teaching about issues impacting across the world if they intend to keep young people engaged in learning and want them to make their own communities—and the greater world—better places for all.
No Reluctant Citizens
American democracy is at a critical crossroads. Rancor, division, and suspicion are the unfortunate byproducts of the contentious 2016 presidential election. The election also bred a measure of civic uncertainty where citizens of all ages struggle to find and define their roles within a functioning democracy. No Reluctant Citizens: Teaching Civics in K-12 Classrooms is designed to help social studies teachers reinforce the centrality of civic education through a series of hands-on, participatory, and empowering activities. From civic literacy to human rights, from service learning to controversial issues, No Reluctant Citizens: Teaching Civics in K-12 Classrooms explores an array of topics that ultimately provides K-12 students the conceptual and practical tools to become civically engaged.
