|
Showing 1 - 8 of
8 matches in All Departments
Social Studies Today will help educators-teachers, curriculum
specialists, and researchers-think deeply about contemporary social
studies education. More than simply learning about key topics, this
collection invites readers to think through some of the most
relevant, dynamic, and challenging questions animating social
studies education today. With 12 new chapters highlighting recent
developments in the field, the second edition features the work of
major scholars such as James Banks, Diana Hess, Joel Westheimer,
Meira Levinson, Sam Wineburg, Beth Rubin, Keith Barton, Margaret
Crocco, and more. Each chapter tackles a specific question on
issues such as the difficulties of teaching historical thinking in
the classroom, responding to high-stakes testing, teaching
patriotism, judging the credibility of Internet sources, and
teaching with film and geospatial technologies. Accessible,
compelling, and practical, these chapters-full of rich examples and
illustrations-showcase some of the most original thinking in the
field, and offer pre- and in-service teachers alike a panoramic
window on social studies curricula and instruction and new ways to
improve them. Walter C. Parker is Professor and Chair of Social
Studies Education and (by courtesy) Professor of Political Science
at the University of Washington, Seattle.
Social Studies Today will help educators-teachers, curriculum
specialists, and researchers-think deeply about contemporary social
studies education. More than simply learning about key topics, this
collection invites readers to think through some of the most
relevant, dynamic, and challenging questions animating social
studies education today. With 12 new chapters highlighting recent
developments in the field, the second edition features the work of
major scholars such as James Banks, Diana Hess, Joel Westheimer,
Meira Levinson, Sam Wineburg, Beth Rubin, Keith Barton, Margaret
Crocco, and more. Each chapter tackles a specific question on
issues such as the difficulties of teaching historical thinking in
the classroom, responding to high-stakes testing, teaching
patriotism, judging the credibility of Internet sources, and
teaching with film and geospatial technologies. Accessible,
compelling, and practical, these chapters-full of rich examples and
illustrations-showcase some of the most original thinking in the
field, and offer pre- and in-service teachers alike a panoramic
window on social studies curricula and instruction and new ways to
improve them. Walter C. Parker is Professor and Chair of Social
Studies Education and (by courtesy) Professor of Political Science
at the University of Washington, Seattle.
Our democracy is in crisis. Both political trust and a shared
standard of truth are broken. In this book, Walter Parker shows why
and how a civic education can help. Offering a centrist approach
suitable for a polarized society, Parker focuses on two linked
curriculum objectives: disciplinary knowledge and voice. He
illustrates how classroom discussion, alongside concept formation
and deep reading, expand students' minds while developing their
ability to speak with others and form opinions. When children come
to school, they emerge from the private chrysalis of babyhood and
kin to interact with a diverse student body along with teachers,
curriculum, instruction, and the school's unique mission:
education. Parker argues that these assets make school the ideal
place to teach young people the liberal arts of studying and
discussing public issues and academic controversies, both in and
beyond school. The chapters in this collection, spanning 20 years
and coming from one of civic education's most influential scholars,
show that voice can be taught right alongside disciplinary
knowledge. Drawing students into dialogue with one another on the
curriculum's central questions is a teacher's most ambitious goal
and, when it happens, teaching's greatest accomplishment. Book
Features: Argues that the proper aim of civic education in schools
is to shore up liberal democracy. Shows how discussion can be a
main course, and not a side dish, of classroom instruction.
Demonstrates how to use discussion to develop voice, defined as the
freedom to make and express uncoerced decisions, and disciplinary
knowledge, defined as the knowledge that results from a public
process of error-seeking, contestation, and validation. Explains
why students need to learn both disciplinary knowledge and voice if
they are to take their place on the public stage and hold the
"office of citizen" in a democracy. Treats subject-centered and
student-centered instruction as partners, not opponents.
Part of the Research in Social Education series, this text is
divided into three parts: contexts; curricula; and assessments. It
covers such topics as the irony of exclusion; teaching tolerance;
and multicultural citizenship education.
Part of the Research in Social Education series, this text is
divided into three parts: contexts; curricula; and assessments. It
covers such topics as the irony of exclusion; teaching tolerance;
and multicultural citizenship education.
Our democracy is in crisis. Both political trust and a shared
standard of truth are broken. In this book, Walter Parker shows why
and how a civic education can help. Offering a centrist approach
suitable for a polarized society, Parker focuses on two linked
curriculum objectives: disciplinary knowledge and voice. He
illustrates how classroom discussion, alongside concept formation
and deep reading, expand students' minds while developing their
ability to speak with others and form opinions. When children come
to school, they emerge from the private chrysalis of babyhood and
kin to interact with a diverse student body along with teachers,
curriculum, instruction, and the school's unique mission:
education. Parker argues that these assets make school the ideal
place to teach young people the liberal arts of studying and
discussing public issues and academic controversies, both in and
beyond school. The chapters in this collection, spanning 20 years
and coming from one of civic education's most influential scholars,
show that voice can be taught right alongside disciplinary
knowledge. Drawing students into dialogue with one another on the
curriculum's central questions is a teacher's most ambitious goal
and, when it happens, teaching's greatest accomplishment. Book
Features: Argues that the proper aim of civic education in schools
is to shore up liberal democracy. Shows how discussion can be a
main course, and not a side dish, of classroom instruction.
Demonstrates how to use discussion to develop voice, defined as the
freedom to make and express uncoerced decisions, and disciplinary
knowledge, defined as the knowledge that results from a public
process of error-seeking, contestation, and validation. Explains
why students need to learn both disciplinary knowledge and voice if
they are to take their place on the public stage and hold the
"office of citizen" in a democracy. Treats subject-centered and
student-centered instruction as partners, not opponents.
In Teaching Democracy, Walter Parker makes a unique and thoughtful
contribution to the hot debate between proponents of multicultural
education and those who favor a cultural literacy approach. Parker
conclusively demonstrates that educating for democratic citizenship
in a multicultural society includes a fundamental respect for
diversity. This scholarly yet accessible work: Bridges the widening
gap between multicultural education and civic education. Provides
powerful teaching strategies that educators can use to draw
children creatively and productively into a way of life that
protects and nurtures cultural pluralism and racial equity.
Explains the unity-diversity confusion that is found in popular
media as well as in multicultural- and citizenship-education
initiatives. Defines deliberative discussion and explores its
promise as the centerpiece of democratic education in schools, both
elementary and secondary.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|