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Making Sense of the Holocaust
What lessons are conveyed implicitly and explicity in teaching and learning about the Holocaust? Through case studies, the author reflects on the lessons taught, highlighting strengths and missed opportunities and illuminating important implications for the teaching of other historical episodes.
Religion in the Classroom
Dilemmas surrounding the role for religious beliefs and experiences permeate the school lives of teachers and teacher educators. Inspired by the need for teachers and students to more fully understand such dilemmas, this book examines the relationship between religion and teaching/learning in a democratic society. Written for pre-service and in-service teachers, it will engage readers in thinking about how their own religious backgrounds affect their teaching; how students’ religious backgrounds influence their learning; how common experiences of school and classroom life privilege some religions at the expense of others; and how students can better understand diverse religious beliefs and interact with people from other backgrounds. The focus is specifically on classroom issues related to religious understandings and experiences of teachers and students, and the implications of those for developing democratic citizens. Grounded in both research and personal experience, each chapter provides thought-provoking evidence related to the role of religion in schools and society and asks readers to consider the consequences of varied ways of responding to the dilemmas posed.
The Political Classroom
WINNER 2016 Grawemeyer Award in Education 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.
Social Studies Today
Social Studies Today will help educators—teachers, curriculum specialists, and researchers—think deeply about contemporary social studies education. More than simply learning about key topics, this collection invites readers to think through some of the most relevant, dynamic, and challenging questions animating social studies education today. With 12 new chapters highlighting recent developments in the field, the second edition features the work of major scholars such as James Banks, Diana Hess, Joel Westheimer, Meira Levinson, Sam Wineburg, Beth Rubin, Keith Barton, Margaret Crocco, and more. Each chapter tackles a specific question on issues such as the difficulties of teaching histor...
Becoming a Holocaust Educator
"Experienced educators share how they conceive of Holocaust education as based in writing and inquiry This book offers reflections on how professional development helps guide teacher growth and success, and examinations of the ways professional organizations and networks can support teachers trying to teach challenging content"--
Teaching and Studying Social Issues
Teaching and Studying Social Issues: Major Programs and Approaches focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education (Lexington, Books, 2006); Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field (Information Age Publishing, 2007); and Social Issues and Servi...
Teaching for Social Justice?
Teaching for Social Justice? Voices from the Front Lines examines the process of four K-12 educators and a university-based researcher discussing, studying, and acting on the potential power of social justice. Through frequent, lively, and complex meetings, these educators examine their varying educational philosophies, practices, and teaching sites. Using experimental writing methods and qualitative methodology, North bridges the great divide between teacher and academic discourse. She analyzes the complex, interconnected competencies pursued in the name of social justice, including functional, critical, relational, democratic, and visionary literacies. In doing so, she reveals the power of cross-institutional, democratic inquiry on social issues in education.
Holocaust Education in Primary Schools in the Twenty-First Century
This collection is the first of its kind, bringing together Holocaust educational researchers as well as school and museum educators from across the globe, to discuss the potentials of Holocaust education in relation to primary school children. Its contributors are from countries that have a unique relationship with the Holocaust, such as Germany, Israel, neutral Switzerland, and Allied countries outside the UK. Their research provides new insight into the diverse ways in which primary aged students engage with Holocaust education. Chapters explore the impact of teaching the Holocaust to this age group, school and museum teaching pedagogies, and primary students’ perspectives of the Holocaust. This book will appeal to school and museum educators of primary aged students whose work requires them to teach the Holocaust, Citizenship (or Civics) or Human Rights Education. Since the turn of the twenty-first century there has been a transformation in school and museum-based Holocaust education. This book clearly demonstrates that primary education has been included in this transformation.
Becoming a Congregation of Learners
How can my congregation transform itself? How can we re-dedicate ourselves to learning? Improving spiritual connection in our communities takes work! Combining expert advice and experience garnered from congregations throughout North America, Becoming a Congregation of Learners shows us how transformative change is possible. A complete resource full of ideas, information and support, this is a guide for those of us involved in, or interested in, energizing our spiritual communities. Isa Aron, director of Hebrew Union College's Experiment in Congregational Education (ECE), offers concrete, practical information on how to bring about change and revitalization, and helps us make learning a vibrant, integral part of congregational life.
How to Facilitate Meaningful Classroom Conversations across Disciplines, Grade Levels, and Digital Platforms
How can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that ...
