1st Edition

Democratic Social Education Social Studies for Social Change

Edited By David W. Hursh, E. Wayne Ross Copyright 2000

    In 1932 George Counts, in his speech "Dare the School Build a New Social Order?" explicitly challenged teachers to develop a democratic, socialistic society. In Democratic Social Education: Social Studies for Social Change Drs. Hursh and Ross take seriously the question of what social studies educators can do to help build a democratic society in the face of current antidemocratic impulses of greed, individualism and intolerance. The essays in this book respond to Counts' question in theoretical analyses of education and society, historical analyses of efforts since Counts' challenge, and practical analyses of classroom pedagogy and school organization. This volume provides researchers and teacher educators with ideas and descriptions of practice that challenge the taken-for-granted meanings of democracy, citizenship, culture, work, indoctrination, evaluation, standards and curriculum within the purposes of social education.

    Chapter 1 Democratic Social Education, DAVID W. HURSH, E. WAYNE ROSS; Chapter 2 Teaching in the Danger Zone, WENDY KOHLI; Chapter 3 Redrawing the Lines, E. WAYNE ROSS; Chapter 4 Curriculum and the Social Order, WILLIAM B. STANLEY; Chapter 5 Identity, Community, and Democracy in the “New Social Order”, SUSAN E. NOFFKE; Chapter 6 Democratic Education and Popular Culture, HENRY A. GIROUX; Chapter 7 Cultural Studies and Democratically Aware Teacher Education, JOE L. KINCHELOE; Chapter 8 The New Civics, SHIRLEY R. STEINBERG; Chapter 9 Not Only by Our Words, PERRY MARKER; Chapter 10 Put Up or Shut Up, GLORIA LADSON-BILLINGS; Chapter 11 Community, Displacement, and Inquiry, EDWARD BUENDIA, SHUAIB MEACHAM, SUSAN E. NOFFKE; Chapter 12 Social Struggles, DAVID W. HURSH, REBECCA GOLDSTEIN, DERRICK GRIFFITH; Chapter 13 Diverting Democracy, E. WAYNE ROSS; Chapter 14 Promoting Democracy through Evaluation, SANDRA MATHISON;


    Shirley R. Steinberg, Joe L. Kincheloe

    "The fourteen chapters are well written and offer insightful historical, theoretical and pragmatic analyses of the social studies curriculum as an ageny of social and economic change. As a whole, the volume deconstructs simplistic popular beliefs about the nature of democracy and articulates what teachers can do to create conditions supporting a new social order that is gender fair, antiracist, and economically just." -- J. A. Gamradt University of New Mexico