The book is unique in that it mixes theory and practical applications in rethinking traditional social studies education. It focuses on essays integrating media, popular culture, and alternative texts for teaching and learning in social studies and history education through a social education lens. Social education integrates social studies, media/popular culture, and cultural studies all within a social justice framework. The text provides 20+ curriculum themes with strategies to connect in teaching and learning, along with resources to extend depth of understanding. In addition, the pedagogical philosophy inherent in the essays is student-centered learning focusing on issues, problem, and project-based instruction. Although the themes are generally social studies and history focused, the links to media and popular culture can be integrated in other disciplines.

Critical qualitative research informs social education through a lens that ensures the investigation of issues in education tied to power and privilege, ultimately leading to advocacy and activism. The concept of critical is increasingly challenged in this age of neoliberal reform; nevertheless, critical implies questioning, investigating and challenging in terms of equity and social justice, leading to critical consciousness (Freire, 1970). While we resist defining social education, as hopefully these ideas / concepts are fluid, the idea stems from a continual analysis and synthesis of critical theory/ critical pedagogy, media and cultural studies, social reconstruction / social justice, and social studies education framed by culturally responsive pedagogy. A social education take on critical qualitative research thus suggests multiple truths and perspectives and focuses on questions rather than answers. While many have written on qualitative educational research and some have attempted to integrate critical pedagogy and qualitative research, few have explored the specific idea of social education and critical qualitative research. A major issue is that social education claims that there are no set procedures, scripted approaches, or narrow definitions as to the possibilities of research endeavors. Social education researchers make the process and investigation their own and adapt questions, procedures, methods, and strategies throughout the experience. This reflects an ever changing criticality in the bricolage of the research (Steinberg, 2011). Critical qualitative research and social education are vital for the world of the 21st century. The onslaught of neoliberalism, corporatization, standardization, testing, and the continuing attack on public schools and educators necessitate critical approaches to teaching and learning along with critical qualitative research in social education. Ongoing issues with equity and social justice tied to race, ethnicity, class, orientation, age, and ability linking to schooling, education, teaching and learning must be addressed. The struggle between unbridled capitalism and democracy warrant these investigations in the 21st century, hopefully leading to advocacy and activism.

There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey-an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter-a common space-where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.

A collection of eloquent essays, Tooning In critically examines and interprets the concept of "popular culture." Many interesting works have addressed this subject, but few have provided a critical perspective regarding the possibilities of popular culture as a tool for teaching and learning. White and Walker suggest that popular culture is a vital aspect of contemporary life and can be wielded as a tool for efficacy and empowerment, particularly among youth. The book addresses such important questions as: What is the role of popular culture in students' lives? What are the possibilities for popular culture in schooling and education? What are the differences between traditional and transformative approaches to popular culture? With essays specifically devoted to film, music, television, games, and other alternative popular culture texts, Tooning In invites readers to re-examine the fundamental aspects of popular culture as a societal force.

A collection of eloquent essays, Tooning In critically examines and interprets the concept of 'popular culture.' Many interesting works have addressed this subject, but few have provided a critical perspective regarding the possibilities of popular culture as a tool for teaching and learning. White and Walker suggest that popular culture is a vital aspect of contemporary life and can be wielded as a tool for efficacy and empowerment, particularly among youth. The book addresses such important questions as: What is the role of popular culture in students' lives? What are the possibilities for popular culture in schooling and education? What are the differences between traditional and transformative approaches to popular culture? With essays specifically devoted to film, music, television, games, and other alternative popular culture texts, Tooning In invites readers to re-examine the fundamental aspects of popular culture as a societal force.

In Democracy at the Crossroads, the editors argue that there have been too few scholarly attempts to provide a comprehensive critique of the assumptions behind citizenship education. In particular, they ask the distinguished contributors to this volume to address difficult but essential questions that are often avoided or intentionally overlooked: What do all-embracing terms like 'global citizenship' really mean? What does democracy mean internationally? A timely work, Democracy at the Crossroads provides a necessary examination and re-interpretation of international perspectives on democracy and global citizenship as they apply to social education.

In Democracy at the Crossroads, the editors argue that there have been too few scholarly attempts to provide a comprehensive critique of the assumptions behind citizenship education. In particular, they ask the distinguished contributors to this volume to address difficult but essential questions that are often avoided or intentionally overlooked: What do all-embracing terms like 'global citizenship' really mean? What does democracy mean internationally? A timely work, Democracy at the Crossroads provides a necessary examination and re-interpretation of international perspectives on democracy and global citizenship as they apply to social education.

The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light. Although many of the chapters focus on specific content or places, a transdisciplinary problem and project-based experiential critical pedagogy is an ultimate goal. This necessitates developing awareness, advocacy and action / engagement regarding issues of race, ethnicity, gender, ability, choice, and culture to promote equity and social justice. The stories included in this collection are those of educators in a variety of contexts, but always through a public education framing. The stories come from educators at all levels of public education who are currently practicing in one of the most diverse urban areas of the U.S. Their experiences serve to provide hope for transformational change in education where the priority is truly equity and social justice for all. The idea is to provide voices of these brave educators who are striving to address equity and social justice issues is schools, education, and society – on their teaching and in the students' learning.

Awareness to Citizenship, guides environmental educators, teachers, and parents, through the process of helping children to learn about the environment, respect living things, examine issues, make decisions, think critically, and become actively engaged as citizens within a community. The authors draw on a balanced range of experience and case studies to make this an invaluable resource.

There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey-an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter-a common space-where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.

The book is unique in that it mixes theory and practical applications in rethinking traditional social studies education. It focuses on essays integrating media, popular culture, and alternative texts for teaching and learning in social studies and history education through a social education lens. Social education integrates social studies, media/popular culture, and cultural studies all within a social justice framework. The text provides 20+ curriculum themes with strategies to connect in teaching and learning, along with resources to extend depth of understanding. In addition, the pedagogical philosophy inherent in the essays is student-centered learning focusing on issues, problem, and project-based instruction. Although the themes are generally social studies and history focused, the links to media and popular culture can be integrated in other disciplines.

Critical qualitative research informs social education through a lens that ensures the investigation of issues in education tied to power and privilege, ultimately leading to advocacy and activism. The concept of critical is increasingly challenged in this age of neoliberal reform; nevertheless, critical implies questioning, investigating and challenging in terms of equity and social justice, leading to critical consciousness (Freire, 1970). While we resist defining social education, as hopefully these ideas / concepts are fluid, the idea stems from a continual analysis and synthesis of critical theory/ critical pedagogy, media and cultural studies, social reconstruction / social justice, and social studies education framed by culturally responsive pedagogy. A social education take on critical qualitative research thus suggests multiple truths and perspectives and focuses on questions rather than answers. While many have written on qualitative educational research and some have attempted to integrate critical pedagogy and qualitative research, few have explored the specific idea of social education and critical qualitative research. A major issue is that social education claims that there are no set procedures, scripted approaches, or narrow definitions as to the possibilities of research endeavors. Social education researchers make the process and investigation their own and adapt questions, procedures, methods, and strategies throughout the experience. This reflects an ever changing criticality in the bricolage of the research (Steinberg, 2011). Critical qualitative research and social education are vital for the world of the 21st century. The onslaught of neoliberalism, corporatization, standardization, testing, and the continuing attack on public schools and educators necessitate critical approaches to teaching and learning along with critical qualitative research in social education. Ongoing issues with equity and social justice tied to race, ethnicity, class, orientation, age, and ability linking to schooling, education, teaching and learning must be addressed. The struggle between unbridled capitalism and democracy warrant these investigations in the 21st century, hopefully leading to advocacy and activism.

The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light. Although many of the chapters focus on specific content or places, a transdisciplinary problem and project-based experiential critical pedagogy is an ultimate goal. This necessitates developing awareness, advocacy and action / engagement regarding issues of race, ethnicity, gender, ability, choice, and culture to promote equity and social justice. The stories included in this collection are those of educators in a variety of contexts, but always through a public education framing. The stories come from educators at all levels of public education who are currently practicing in one of the most diverse urban areas of the U.S. Their experiences serve to provide hope for transformational change in education where the priority is truly equity and social justice for all. The idea is to provide voices of these brave educators who are striving to address equity and social justice issues is schools, education, and society – on their teaching and in the students' learning.

Social education is quite a journey. Given the ongoing debate and struggle with "defining" social education, the following is at present a "working definition" - "While we resist 'defining' social education, we believe that social education emphasizes three areas of study: critical pedagogy, cultural/media studies, and social studies education. We also stress that education, interpreted broadly, has the potential to advance social justice." Thus emerged social education... a lifelong journey for all of us - to question, to challenge, to do, and to create. Connecting present and past, merging current issues with traditional curriculum, integrating alternative texts and perspectives, empowering and emancipating kids and educators, and transforming schools and society - the transgressions of social education scream out. Dewey, Freire, Kincheloe, Zinn, Greene, Giroux, Apple, hooks, McLaren, Kozol, Loewen, Said, Chomsky, even Bob Dylan and many others have provided the impetus. May we make them proud The essays within this text demonstrate various journeys in social education. They are meant as stories, not maps or scripts. They are intended to serve as a primer of sorts, for those interested in a similar journey. Hopefully, this can be a meaningful experience for many - students, educators, parents, and society as a whole, of course. Well... the journey and struggle continues...

Social education is quite a journey. Given the ongoing debate and struggle with "defining" social education, the following is at present a "working definition" - "While we resist 'defining' social education, we believe that social education emphasizes three areas of study: critical pedagogy, cultural/media studies, and social studies education. We also stress that education, interpreted broadly, has the potential to advance social justice." Thus emerged social education... a lifelong journey for all of us - to question, to challenge, to do, and to create. Connecting present and past, merging current issues with traditional curriculum, integrating alternative texts and perspectives, empowering and emancipating kids and educators, and transforming schools and society - the transgressions of social education scream out. Dewey, Freire, Kincheloe, Zinn, Greene, Giroux, Apple, hooks, McLaren, Kozol, Loewen, Said, Chomsky, even Bob Dylan and many others have provided the impetus. May we make them proud The essays within this text demonstrate various journeys in social education. They are meant as stories, not maps or scripts. They are intended to serve as a primer of sorts, for those interested in a similar journey. Hopefully, this can be a meaningful experience for many - students, educators, parents, and society as a whole, of course. Well... the journey and struggle continues...