Back to the Future: The Expanding Communities Curriculum in Geography Education

Halvorsen, Anne‐Lise

doi:10.3200/tsss.100.3.115-120

Cited by 17 publications

(7 citation statements)

References 6 publications

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“…The Wisconsin standards are consistent with the expanding communities framework for elementary social studies, which introduce students to the self, followed by the local community, and adding global layers in the later grades (Halvorsen, 2009). This framework presents a deficit mindset on young children's capabilities of learning complex and controversial ideas in social studies (Akenson, 1987;Fraze & Ayers, 2003;Swalwell & Payne, 2019;Wade, 2002).…”

Section: Discussionmentioning

confidence: 64%

Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards

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Shatara

2021

The Critical Social Educator

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This study critically examines the Wisconsin Academic Standards for Social Studies for elementary grades to understand what global content is present and how teachers can engage with standards through a critical global perspective. We conducted a textual analysis of the standards using decolonizing frameworks and critical global citizenship education. We found few explicit references to global topics in the early grades and identified additional possibilities. As a result, we developed an analytical process for scholars and practitioners to examine curriculum and other educational texts through a critical global education lens. We provide multiple examples to implement critical global perspectives in elementary social studies classrooms.

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Section: Discussionmentioning

confidence: 64%

Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards

Aponte-Safe

Shatara

2021

The Critical Social Educator

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“…Den amerikanska kontext som här åsyftas visar likheter med svensk didaktisk debatt under de senaste decennierna, där företrädare för ämnesperspektiv positionerat sig i kontrast till förespråkarna för ansatser som knyter an till barns vardagliga livsvärld. 82 Barton (2009); Halvorsen (2009)…”

Section: Pedagogiska Och Kunskapsorganisatoriska Influenserunclassified

Skolämnet hembygdskunskap 1919–1980: Tillkomst och karriär i läroplanshistoriskt perspektiv

Larsson

2022

Nord J Educ Hist

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”Hembygdskunskap” [Heimatkunde] 1919–1980: Creation and career from a curriculum history perspective. Between 1919 and 1980 ”hembygdskunskap” [Heimatkunde] was a mandatory school subject in the first three years of schooling in Sweden. The subject was composed to comprise the introductory study of the natural and social environments, but also to train the children’s perceptional and expressional skills. This article follows the career of the subject through the Swedish curriculum history based on curriculum documents and official school investigations. The article shows how the creation of the subject was influenced by international progressive educational ideas about reality based teaching, curriculum concentration and student activity. Over time, the educational implications of the concept ”hembygd” changed. In the beginning of the period, the concept ”hembygd” offered a fruitful way to focus and delimit the primary study of the environments. In the end of the period, however, the concept was abandoned, as it no longer had the capacity of gathering the teaching content. Accordingly, the era of this school subject was over.

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“…Although social studies scholars have debated the primacy of these disciplines (e.g. Brophy and VanSledright, 1997; Halvorsen, 2009; Thornton, 2008; Thornton and Barton, 2010), it is generally accepted that social studies is about civics. The National Council for the Social Studies (n.d.) states that “the primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” Each discipline is expected to contribute to this civic mission; economics is no exception.…”

Section: Economics Curriculum Perspectives and Discoursesmentioning

confidence: 99%

Economics and the civic mission of social studies education: Two critiques of neoclassicism

Adams

2019

Citizenship, Social and Economics Education

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This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory's role in influencing the Voluntary National Content Standards in Economics and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is unrealistic and impersonal. Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

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Back to the Future: The Expanding Communities Curriculum in Geography Education

Cited by 17 publications

References 6 publications

Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards

Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards

Skolämnet hembygdskunskap 1919–1980: Tillkomst och karriär i läroplanshistoriskt perspektiv

Economics and the civic mission of social studies education: Two critiques of neoclassicism

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