1st Edition
Historical and Contemporary Foundations of Social Studies Education Unpacking Implications for Civic Education and Contemporary Life
Introduction 1. American Invention 2. Imposition 3. Propaganda 4. History and the Democratic Mind 5. Social Problems and Outrage 6. Closed Areas 7. Disciplinary Thinking 8. Morality 9. Reclamation 10. Infusion Afterword
Biography
James E. Schul is a professor in the Department of Education Studies at Winona State University, USA. He is the author of Paradoxes of the Public School: Historical and Contemporary Foundations of American Public Education, named in 2020 as an Outstanding Academic Title by Choice Reviews.
"Outstanding! An insightful, concise, original and ultimately very practical guide. I am reminded of the oft cited quote from Larry Metcalf that, "the most practical preparation for teaching is a solid grounding in theory." Schul’s book re-frames the most important major initiatives in the field of social studies, makes brilliant use of classroom vignettes, and helps bridge the gap between theory and practice." -- Ronald W. Evans, San Diego State University, USA
"Schul brings us a concise history of social studies education that speaks directly to the issues faced by today’s teachers. Organized by key historical moments, ideas, and persons, the book offers a much-needed and focused synthesis." -- Walter C. Parker is professor emeritus of social studies education, University of Washington-Seattle, USA
"James E. Schul’s new book, Historical and Contemporary Foundations of Social Studies Education: Unpacking Implications for Civic Education and Contemporary Life, provides teachers with an intellectually ambitious and impressively distilled history of social studies education. Covering over one hundred years of history, philosophy, and practice in little more than one hundred pages, the text’s concision is driven by Schul’s dedication to his audience and clarity of message [...]. This book is a nimble attempt to help social studies teachers draw inspiration, solidarity, and solutions from the past [...]. This book steps into one of the most pressing gaps in social studies education and begins a bridge between the academy and field. In its optimism and sincerity, it feels like the last day of a methods class. It is the day that the professor summarizes the course’s themes, looks the preservice teachers in the eye and tells them, “You can do this, social studies teachers have always done this, and, as a country, we all need you to do this.” That one day of class doesn’t do everything, but it’s a powerful message and useful starting point for study and teaching." -- Lightning Peter Jay, Teachers College Record
