Children's Learning and Understanding in their Social World

Halvorsen, Anne‐Lise

doi:10.1002/9781118768747.ch17

Cited by 33 publications

(12 citation statements)

References 51 publications

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“…As I argue, these nuanced stories from children about their COVID‐19 pandemic experiences enrich conceptualizations about children's capabilities as social beings, now and in the future (Uprichard, 2008). Likewise, child‐DJs' segments challenge historical understandings of children as uninterested in ‘political’ engagement, contributing yet another voice to the chorus of scholars in early civics (Halvorsen, 2017) and critical literacies (Vasquez, 2014). Furthermore, as the United Nations Committee on the Rights of the Child contended, the excerpts I included in the findings demonstrate child‐DJs' capability to cultivate their views on COVID‐19 and related public health matters (United Nations, 2009).…”

Section: Methodsmentioning

confidence: 99%

‘COVID taught me…’: Examining child‐radio productions in the COVID‐19 pandemic

Brownell

2022

Children & Society

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Framed by critical literacies, the author adapted ethnographic methods to virtual spaces to examine radio as an alternative way to enhance adult understanding of children's COVID‐19 experiences. Drawing on a subset of child‐produced radio segments from March 2021, she foregrounds how children in an extracurricular program strategically used radio to share their pandemic experiences with their community. Supplemented by 5 months of virtual observations, she identified how child‐DJs used radio to share how—through the COVID‐19 pandemic—they cared about and for their community. Ultimately, she argues radio is one tool for coming to know children as community change agents.

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Section: Methodsmentioning

confidence: 99%

‘COVID taught me…’: Examining child‐radio productions in the COVID‐19 pandemic

Brownell

2022

Children & Society

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Section: Holidays In the Curriculummentioning

confidence: 99%

“…Researchers have provided evidence of superficial and other problematic efforts to address cultural diversity through holidays in early grade curriculum materials. For example, Halvorsen (2017) drew attention to the fact that some state standards emphasize "heroes and holidays" (p. 388). Additionally, in a study of how Mexico is portrayed in Grade 1-3 social studies textbooks adopted for use in Texas (Field et al, 2012) found that holidays and celebrations were prominent in images and text sections, while robust themes about Mexico and Mexican people were given limited and/or cursory attention (Field et al, 2012).…”

Section: Holidays In the Curriculummentioning

confidence: 99%

Why teach about holidays? Elementary teachers' perspectives

Bauml

2022

SSRP

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PurposeWith connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.Design/methodology/approachThrough questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.FindingsMost often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.Originality/valueThis study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.

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“…Literature suggests that although the world is becoming increasingly globalized, US educational institutions do not help students develop global, international or intercultural competencies, and that both geo-cultural knowledge and intercultural competence of US students is typically poor (Bednarz et al , 2014; Halvorsen, 2017; NAEP, 2014; Shettle et al , 2007; Soria & Troisi, 2014; Suarez-Orozco & Qin-Hillard, 2004; Vanneman et al , 2009). While geo-cultural knowledge allows an understanding of one’s place in a much larger and diverse world, intercultural competencies include attitudes (eg openness), knowledge (eg of differing belief systems), and skills (eg becoming ethno-relativist instead of ethnocentric) that help individuals to bridge differences between cultures in interpersonal exchanges (Deardorff, 2006; Deardorff & Jones, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers

Ganley

Kula

Kallemeyn

2019

Jnl of Research in Internatl Education

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To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘ Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location ( vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.

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Children's Learning and Understanding in their Social World

Cited by 33 publications

References 51 publications

‘COVID taught me…’: Examining child‐radio productions in the COVID‐19 pandemic

‘COVID taught me…’: Examining child‐radio productions in the COVID‐19 pandemic

Why teach about holidays? Elementary teachers' perspectives

How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers

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