Social Studies for the 21st Century: A Review of Current Literature and Research (Mellen Studies in Education S. No. 97 Annotated edition)

Social Studies for the 21st Century: A Review of Current Literature and Research (Mellen Studies in Education S. No. 97 Annotated edition)

By: Roberta A. McKay (author), Susan E. Gibson (author)Hardback

Special OrderSpecial Order item not currently available. We'll try and order for you.

Description

The purpose of this book in bringing together these diverse areas in relation to social studies is to contribute to a renewed dialogue and excitement about social studies and its essential contribution to global citizenship for the 21st Century. Preface by George H. Richardson In the last decade there has been an explosion of research and writing in social studies education. In response to such diverse forces as globalization, accelerating ethno-cultural pluralism, a renewed interest in citizenship and the increased use of new media in classrooms, academics have produced a wealth of scholarship related to these developments. Unfortunately, during this same period of rapid growth, there have been few attempts to review recent advances in the field. The relative scarcity of good and current bibliographic work in social studies has created an urgent need for a considered and scholarly review of the available literature. For this reason alone, Social Studies for the 21st Century: A Review of Current Literature and Research is a welcome addition to social studies scholarship. But Susan Gibson and Roberta McKay, in their wide and deep reading of the field, do much more than create a strong reading list that will be of benefit to social studies scholars and practitioners alike. Their text is a reconceptualist study that seams together discussions of content, pedagogy and philosophy in such a way that they immerse the reader in the lived world of social studies education. As such, the text is far more than an annotated bibliography - it is a form of field narrative that is a rich contribution to the discipline. The authors are certainly aware of the roots of social studies research, and references to seminal works by scholars as diverse as Ken Osborne, Cleo Cherryholmes, Walter Parker, Kieran Egan, and Jerome Bruner only help to establish a sense of continuity with the work of such contemporary specialists as Linda Levstik, Alan Sears, Peter Seixas, Carole Hahn, David Selby, and John Cogan. Of particular note in the text are the strong (and badly needed) sections on gender equity, constructivism, brain research, and new media. Developments in these areas have had a strong impact on recent social studies scholarship and by situating all four within the context of current developments in social studies, the authors add significantly to our understanding of their impact on social studies teaching and learning. As well, the short, though well-researched, section on global education is a welcome addition because it extends the range of the field to include works that examine the impact of globalization on global education. In summary, Social Studies for the 21st Century: A Review of Current Literature and Research is a welcome and badly needed contribution to social studies scholarship that will serve quite well either as a reference work or as a fine introduction to the field of social studies itself. And, because the authors have written the text in a clear, accessible style, it is a work that will find an enthusiastic reception among academics, pre-service teachers and classroom teachers alike. George H. Richardson, PhD Associate Professor Department of Secondary Education University of Alberta

About Author

Susan E. Gibson is an Associate Professor in the Department of Elementary Education of the Faculty of Education at the University of Alberta. Her subject area specialization is social studies education. Dr. Gibson's research interests include learning to teach social studies, the integration of technology in social studies, constructivist uses of technology to enrich students' learning, and the role of technology in teacher education. Roberta A. McKay is a Professor in the Department of Elementary Education of the Faculty of Education at the University of Alberta. Her subject area of specialization is language arts education. Dr. McKay's research interests include the relationship between language and learning, constructivism across the curriculum and teacher professional development. She also has an extensive background in social studies and has authored social studies textbooks for primary and junior high school.

Contents

Preface by George H. Richardson xi; Acknowledgements xiii; Introduction 1; Chapter I. Revisioning the Social Studies for the 21st Century; Purposes and Goals of Social Studies: Situating Issues of Citizenship 3; Education; Social Studies from a Cultural Conservation Orientation 5; Social Studies from a Disciplines Orientation 6; Social Studies from an Inquiry Orientation 8; Social Studies from a Cultural Transformation Orientation 10; Social Studies from a Personal Development Orientation 13; Social Studies from a Respect for Diversity Orientation 15; Social Studies from a Global Orientation 18; Summary of the Literature on Citizenship Education and Social Studies 19; Curriculum Design 20; Expanding Horizons Approach (Expanding Environments) 21; The Discipline Based Approach 22; The Concerns Based Approach 23; The Thematic/Integrated Approach 24; Summary of the Literature on Curriculum Design and Social Studies 25; Chapter II. Reimagining the Role of the Disciplines in Social Studies; A Transformative Perspective on the Social Sciences 27; History 28; Orientation 28; Perspectives on and Purposes of History in the Social Studies 29; Curriculum; Children and Adolescents' Historical Thinking 32; Promising Classroom Practices 37; Geography 39; Orientation 39; Research on Geography Education 41; Pedagogy 43; The Other Social Sciences 46; Economics 46; Anthropology, Sociology, and Psychology 47; Summary of the Literature on the Social Science Disciplines and Social 49; Studies; Chapter III. Responding to Established Curricular Influences on Social Studies; Multicultural Education 51; Gender Equity Education 53; Global Education 55; Peace Education 57; Values and Moral Education 58; Character Education 59; Controversial Issues 61; Service Learning 62; Summary of the Literature on Curricular Influences and Social Studies 63; Chapter IV. Reconceptualizing Views of Knowing as Influences on Social Studies Teaching and Learning; Introduction to Constructivist Theory 65; Constructivist Theory in Curriculum Areas 66; Constructivist Theory and the Teaching and Learning of Social 68; Studies; Summary of the Literature on Constructivist Theory and Social 70; Studies; Brain Research 71; Orientation 71; Findings 72; Summary of the Literature on Brain Research and Social Studies 75; Learning Styles and Multiple Intelligences 76; Summary of the Literature on Learning Styles and Multiple 82; Intelligences; Critical Thinking 82; Summary of the Literature on Critical Thinking and Social Studies 87; Computer Technologies 88; Best Uses of Computer Technologies 88; Computers as Research Tools 90; Computers and Collaborative Learning 93; Computers and the Curriculum 94; Summary of the Literature on the Use of Computer Technologies and Social Studies 95; Chapter V. Reconsidering Children's Ways of Knowing as Influences on Social Studies Learning; Active Learning 97; Classroom as Community 98; Interdisciplinary Approaches 100; Incorporating the Arts 102; Story and Narrative 1

Product Details

  • ISBN13: 9780773463554
  • Format: Hardback
  • Number Of Pages: 172
  • ID: 9780773463554
  • ISBN10: 0773463550
  • edition: Annotated edition

Delivery Information

  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

Prices are for internet purchases only. Prices and availability in WHSmith Stores may vary significantly

Close