scholarly journals 9/11 and Social Studies Education

2021 ◽  
Vol 52 (2) ◽  
pp. 68-73
Author(s):  
Scott Glew
Keyword(s):  
United States ◽  
Social Studies ◽  
Critical Pedagogy ◽  
War On Terror ◽  
Peace Education ◽  
Educational Experiences ◽  
Social Studies Education ◽  
The United States ◽  
Personal Reflection ◽  
Personal Experiences

In this article, the author shares a personal reflection of his military and educational experiences in the aftermath of 9/11. He describes his concerns about the ongoing “War on Terror” and the disengaged militarism of the United States and how this has shaped his approach in the classroom. Expanding on his personal experiences, he calls for social studies educators to employ critical pedagogy and peace education to help students develop as thoughtfully and critically engaged citizens who are capable of creating a more peaceful world.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Immigrant Students in the Trump Era: What We Know and Do Not Know

2017 ◽  
Vol 31 (6) ◽  
pp. 716-742 ◽  
Author(s):  
Chi Nguyen ◽  
Maraki Kebede
Keyword(s):  
United States ◽  
School Choice ◽  
Presidential Election ◽  
Rural Areas ◽  
Immigrant Students ◽  
Educational Experiences ◽  
The United States ◽  
Political Transition ◽  
Deferred Action ◽  
Political Divide

The 2016 U.S. presidential election marked a time of deep political divide for the nation and resulted in an administrative transition that represented a drastic shift in values and opinions on several matters, including immigration. This article explores the implications of this political transition for immigrants’ K-16 educational experiences during President Trump’s administration. We revisit literature on school choice and the Deferred Action for Childhood Arrivals (DACA)—two policy areas where the most significant changes are expected to occur—as it pertains to immigrant students in the United States. We identify areas where there is limited scholarship, such as the unique educational experiences of various minority immigrant subgroups, the interplay between race and immigration status, and immigrant students in rural areas. Recommendations are made for policy and research.

“Thank You, Black Twitter”: State Violence, Digital Counterpublics, and Pedagogies of Resistance

2018 ◽  
Vol 53 (2) ◽  
pp. 286-302 ◽  
Author(s):  
Marc Lamont Hill
Keyword(s):  
United States ◽  
Critical Pedagogy ◽  
Black Community ◽  
Black People ◽  
The United States ◽  
State Violence ◽  
Marginalized Groups ◽  
Political Organizing

In this article, I examine the role of Black Twitter as a “digital counterpublic” that enables critical pedagogy, political organizing, and both symbolic and material forms of resistance to anti-Black state violence within the United States. Focusing primarily on post-Ferguson events, I spotlight the ways that Black people have used Black Twitter and other digital counterpublics to engage in forms of pedagogy that reorganize relations of surveillance, reject rigid respectability politics, and contest the erasure of marginalized groups within the Black community.

The comparison of social studies textbooks in Turkey, the United States and France based on values education

2021 ◽  
Vol 9 (2) ◽  
pp. 630-640
Author(s):  
Tuğba Kafadar ◽  
Keyword(s):  
United States ◽  
New York ◽  
Social Studies ◽  
The United States ◽  
Values Education ◽  
Study Data ◽  
Research Approach ◽  
Social Studies Textbooks ◽  
The Usa ◽  
Self Transcendence

The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. Modesty value type was observed the least in the USA (New York) and France textbooks. However, the least frequent category was prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook learning-instruction processes in the three countries were similar and the value explanation approach was adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The least frequent value instruction approaches in the textbooks were value instruction by observation in Turkish and French textbooks and moral reasoning method in the American (New York) social studies textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by observation approach.

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