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Preview of The Social Studies Curriculum (5th Edition)

The Social Studies Curriculum (5th Ed) The fifth edition of The Social Studies Curriculum: Purposes, Problems, and Possibilities will be published later this year by State University of New York Press.

The Social Studies Curriculum, Fifth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. The book connects diverse elements of the social studies curriculum – social issues, history, cultural studies – offering a unique and critical perspective that separates it from other texts. The social studies curriculum is contested terrain both epistemologically and politically and this completely updated book includes new chapters on politics of social studies curriculum, historical perspective, critical historical inquiry, Black education and critical race theory, whiteness and anti-racism, decolonial literacy and decolonizing the curriculum, gender and sexuality, Islamophobia, critical media literacy, evil in social studies, economics education, anarchism, children’s rights and Earth democracy, and citizenship education. Readers are encouraged to reconsider their assumptions and understandings of purposes, nature, and possibilities of the social studies curriculum.

Here’s a preview of the Table of Contents as as well as a a PDF of the book’s preface and introduction:

TABLE OF CONTENTS

Preface

Introduction:  Curriculum Ideologies, Social Studies Traditions, and the Teacher-Curriculum Encounter
E. Wayne Ross

Part 1: Purposes of the Social Studies Curriculum

1. It is All Indoctrination: Power and the Impossibility of Apolitical Social Studies Curriculum
Wayne Au

 2. A Curricular Reading of Historical Perspective, Agency, and Viral Futures in Social Education
Kent den Heyer

3. A Critical Media Literacy Analysis of Social Studies Education
Emil Marmol

Part II: Social Issues and the Social Studies Curriculum

4. Beyond the Nation-State: A Foundational and Black Diasporic Examination of the Politics of Black Educational Curriculum
Christopher Busey & Tianna Dowie-Chin

5. The Politics of Black History in the United States: Black History Mandates and Anti-Critical Race Theory Laws
LaGarrett J. King, Brianne Pitts & Daniel Tulino

6. Does Social Studies Want to be Anti-Racist? Thoughts on Decentering Whiteness in Curriculum
Andrea M. Hawkman

7. Social Studies as a site for Building Decolonial Literacy
Shannon Leddy

8.Settler Social Studies: On Disappointment and Hope for the Future
Sarah Shear & Leilani Sabzalian

9. A Queer Agenda for Gender<>Sexuality and Social Education
Sandra J. Schmidt

10. Responding to Islamophobia in the Classroom
Özlem Sensoy

Part III: The Social Studies Curriculum in Practice

11. Critical Historical Inquiry: Disrupting the Dominant Narrative
Cinthia Salinas & Brooke Blevins

12.Studying Evil in Social Studies
Cathryn van Kessel

13. Does She Even Go Here? Economics and its Place in Social Studies Education
Erin C. Adams

14.An Eco-Anarchic Social Studies: Teaching for Children’s Rights and Earth Democracy
Brandon Edwards-Schuth & John Lupinacci

15.Teaching for Critically Engaged Denizenship: Lessons from Morocco on Teaching for an Empowered Other Civic Status
Jennice McCafferty Wright

16.Dangerous Citizenship
E. Wayne Ross

Part IV: Afterword

17. What is the Future of Social Studies Curriculum?
E. Wayne Ross

 

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Society, Democracy, and Economics: Challenges for Social Studies and Citizenship Education in a Neoliberal World

Society, Democracy, and Economics: Challenges for Social Studies and Citizenship Education in a Neoliberal World

On February 20, 2020 I will be delivering the keynote address at the annual meeting of Gesellschaft für sozioökonomische Bildung und Wissenschaft (GSÖBW) / Society for Socio-Economic Education and Science in Vienna, Austria.

Abstract

In 1989, Francis Fukuyama declared the “end of history,” arguing the collapse of the Soviet Union, end of the Cold War, and universalization of liberal-democracy was the end point of the humankind’s ideological evolution. Since then we have witnessed a continued retreat of civil rights, a massive rise in inequality, and liberal-democracy has now delivered a string of illiberal authoritarian, nationalist leaders worldwide. Many analyses of right-wing populism are dualistic – creating a narrative of democracy against right-wing nationalism. Individualism is at the heart of classical liberalism and as such is the root of the democratic crisis that is represented by the contemporary rise of so-called populism. In this paper I explore national democracies and the relationship between bourgeois democracy and fascism. Given what we know about the state of democracy in the world today, is it even possible to teach for a democracy that is not dominated by capital? Do we want to teach for capitalist democracy? Is there an alternative? Is the concept of democracy bankrupt? Is democracy as a concept and practice even salvageable? If democracy is salvageable then teaching about and for democracy in contemporary times cannot be done without engaging the complexities and contradictions that have come to define what real existing (or non-existing) democracy is and its relationship with fascism and populism.

Keywords: populism, democracy, social studies education, citizenship education, neoliberalism, socio-economic education

The full text of the talk is available here: DOI: 10.13140/RG.2.2.23273.85600

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Reforming Academic Labor, Resisting Imposition, K12 and Higher Education (Workplace: A Journal for Academic Labor, No. 25)

New Workplace Issue #25

Reforming Academic Labor, Resisting Imposition, K12 and Higher Education

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

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CFP: Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 theme:
critical pedagogy vs. capital:
reigniting the conversation

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

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