Over the past decade, the world has experienced a major economic
collapse, the increasing racial inequity and high-profile police
killings of unarmed Black and Brown people, the persistence of
global terrorism, a large-scale refugee crisis, and the negative
impacts of global warming. In reaction to social instability, there
are growing populist movements in the United States and across the
world, which present major challenges for democracy. Concurrently,
there has been a rise of grassroots political movements focused on
increasing equity in relation to race, gender, class, sexual
orientation, and religion. The role of social studies teachers in
preparing the next generation of democratic citizens has never been
more important, and the call for more social studies teacher
educators to help teachers address these critical issues only gets
louder. This volume examines how teacher educators are (or are not)
supporting beginning and experienced social studies teachers in
such turbulent times, and it offers suggestions for moving the
field forward by better educating teachers to address growing
local, national, and global concerns. In their chapters, authors in
social studies education present research with implications for
practice related to the following topics: race, gender, sexual
orientation, immigration, religion, disciplinary literacy, global
civics, and social justice. This book is guided by the following
overarching questions: What can the research tell us about
preparing and developing social studies teachers for an
increasingly complex, interconnected, and rapidly changing world?
How can we educate social studies teachers to "teach against the
grain" (Cochran-Smith, 1991, 2001b), centering their work on social
justice, social change, and social responsibility?
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