Democratic Education for Social Studies

An IssuesCentered Decision Making Curriculum

Nonfiction, Reference & Language, Education & Teaching, Higher Education
Cover of the book Democratic Education for Social Studies by , Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781607525837
Publisher: Information Age Publishing Publication: December 1, 2006
Imprint: Information Age Publishing Language: English
Author:
ISBN: 9781607525837
Publisher: Information Age Publishing
Publication: December 1, 2006
Imprint: Information Age Publishing
Language: English

In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent backtothebasics rhetoric of the ‘70s and ‘80s. This curriculum urged attention to democratic practices and curricula in the school if we wanted to improve the quality of citizen participation and strengthen this democracy. School practices during that period reflected a much lower priority for social studies. Fewer social studies offerings, fewer credits required for graduation and in many cases, the job descriptions of social studies curriculum coordinators were transformed by changing their roles to general curriculum consultants. The mentality that prevailed in the nation’s schools was “back to the basics” and the basics never included or even considered the importance of heightening the education of citizens. We certainly agree that citizens must be able to read, write and calculate but these abilities are not sufficient for effective citizenship in a democracy. This version of the original work appears at a time when young citizens, teachers and schools find themselves deluged by a proliferation of curriculum standards and concomitant mandatory testing. In the ‘90s, virtually all subject areas including United States history, geography, economic and civics developed curriculum standards, many funded by the federal government. Subsequently, the National Council for the Social Studies issued the Social Studies Curriculum Standards that received no federal support. Accountability, captured in the No Child Left Behind Act passed by Congress, has become a powerful, political imperative that has a substantial and disturbing influence on the curriculum, teaching and learning in the first decade of the 21st century.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent backtothebasics rhetoric of the ‘70s and ‘80s. This curriculum urged attention to democratic practices and curricula in the school if we wanted to improve the quality of citizen participation and strengthen this democracy. School practices during that period reflected a much lower priority for social studies. Fewer social studies offerings, fewer credits required for graduation and in many cases, the job descriptions of social studies curriculum coordinators were transformed by changing their roles to general curriculum consultants. The mentality that prevailed in the nation’s schools was “back to the basics” and the basics never included or even considered the importance of heightening the education of citizens. We certainly agree that citizens must be able to read, write and calculate but these abilities are not sufficient for effective citizenship in a democracy. This version of the original work appears at a time when young citizens, teachers and schools find themselves deluged by a proliferation of curriculum standards and concomitant mandatory testing. In the ‘90s, virtually all subject areas including United States history, geography, economic and civics developed curriculum standards, many funded by the federal government. Subsequently, the National Council for the Social Studies issued the Social Studies Curriculum Standards that received no federal support. Accountability, captured in the No Child Left Behind Act passed by Congress, has become a powerful, political imperative that has a substantial and disturbing influence on the curriculum, teaching and learning in the first decade of the 21st century.

More books from Information Age Publishing

Cover of the book A Recipe For Success by
Cover of the book Promising Practices for Family and Community Involvement during High School by
Cover of the book Digital Curricula in School Mathematics by
Cover of the book Intersection of Service and Learning by
Cover of the book The Secure Child by
Cover of the book Migrants and Refugees by
Cover of the book Clinical Teacher Education by
Cover of the book Black Males in Postsecondary Education by
Cover of the book Middle Grades Research Journal Single Issue by
Cover of the book Advancing Equity and Diversity in Student Affairs by
Cover of the book An Awkward Echo by
Cover of the book Indigenous Spiritualities at Work by
Cover of the book Great Leaders Equal Great Schools by
Cover of the book The 'Dark' Side of Management by
Cover of the book OutcomeOriented Public Management by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy