The Social Studies Wars: What Should We Teach the Children?

Warren, Wilson J.; Evans, Ronald W.

doi:10.2307/30037023

Cited by 22 publications

(62 citation statements)

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“…Though there rarely exists a unanimous consensus within the field of education, the aim of developing reform-oriented citizens capable of contributing to society has almost always served as a foundation for the field. From Thomas Jefferson's (1779) writings on the development of an educated citizenry to avoid a tyrannical government to Dewey's (1916) association between a functional democracy and a well-developed school system, the question has never been whether schools should seek to develop educated and rational citizens, but, rather, how to develop them (Evans, 2004). And though this question is frequently the basis for disagreement in the field, scholars, policymakers, and teachers alike seem to recognize the inherent value for using discussion to prepare students to become citizens.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Collective Action for Social Justice: An Exploration into Preservice Social Studies Teachers’ Conceptions of Discussion as a Tool for Equity

Tannebaum

2017

The Journal of Social Studies Research

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An extensive body of research details the lack of discussion and collaboration occurring in K12 classrooms in the United States. This study seeks to examine this issue by exploring the associations preservice social studies teachers make between the underlying principles of democratic education and the use of discussion in the social studies classroom. The present qualitative multi-case study uses a collection of field-based data and university coursework to examine how six preservice social studies teachers at a large southeastern university conceptualize and value discussion as a pedagogical approach. Findings suggest that preservice social studies teachers do see value in the use of discussion and associate it with broad themes of democratic education. However, because their understandings of democratic education are often vague and unclear, the associations being made often do not reflect the work being conducted within academia in regards to social justice.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Collective Action for Social Justice: An Exploration into Preservice Social Studies Teachers’ Conceptions of Discussion as a Tool for Equity

Tannebaum

2017

The Journal of Social Studies Research

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“…As seen in the Texas example, questions about not only what history matters but who matters in history have tended to ignite political firestorms about the place of multiculturalism in the nation's schools (Evans, 2004;Symcox, 2002;Zimmerman, 2002). The CRM provides a fascinating example of how social identities, particularly around race, are typically mobilized in U.S. History curricula.…”

Section: Introductionmentioning

confidence: 99%

The trouble with unifying Narratives: African Americans and the civil Rights movement in U.S. history content Standards

Anderson

2013

The Journal of Social Studies Research

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This textual analysis is a collective case study of K-12 United States History content standards in light of how they represent the historical experiences of African Americans during the Civil Rights Movement. The study uses a multi-perspective critical conceptual framework to evaluate the standards for nine state-level polities on both the quality of treatment and the orientation of how African Americans are depicted in the standards. Analysis revealed that the reviewed standards tend to discourage rigorous historical thinking in favor of non-conflictual narrative perspectives that accentuate the historical contributions of African Americans within a framework of linear social progress. This curricular approach is ultimately problematic because it encourages teachers and students to rely on convenient historical archetypes to construct a usable past, rather than problematizing the past and present experiences of African Americans.

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“…Therefore many social studies teachers may not find the book practical enough for their everyday teaching needs. Baildon and Damico do not hide the fact that they come from a more progressive camp; which according to Evans (2004) is in a direct conflict with the current educational state of America. Though, if social studies educators do read the book they will certainly reexamine their pedagogical and epistemological practices and will walk away with an improved vigor for teaching.…”

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confidence: 98%

Book Review: Enveloped in New Literacies

Kenna

2014

The Journal of Social Studies Research

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The Social Studies Wars: What Should We Teach the Children?

Cited by 22 publications

References 0 publications

Collective Action for Social Justice: An Exploration into Preservice Social Studies Teachers’ Conceptions of Discussion as a Tool for Equity

Collective Action for Social Justice: An Exploration into Preservice Social Studies Teachers’ Conceptions of Discussion as a Tool for Equity

The trouble with unifying Narratives: African Americans and the civil Rights movement in U.S. history content Standards

Book Review: Enveloped in New Literacies

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