Social Studies in the New Education Policy Era : Conversations on Purposes, Perspectives, and Practices book cover
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Social Studies in the New Education Policy Era
Conversations on Purposes, Perspectives, and Practices





ISBN 9781138283961
Published February 9, 2018 by Routledge
262 Pages 1 B/W Illustrations

 
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Book Description

Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts.

Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.

Table of Contents

Table of Contents

Introduction

Social studies in the new education policy era: Introducing conversations on purposes, perspectives, and practices

Kevin W. Meuwissen, University of Rochester

Paul G. Fitchett, University of North Carolina at Charlotte

 

Section I - Purposes: The uncomfortable gap between what social studies purports to do and how it is positioned in K-12 education

CHAPTER 1: "Why are there disparities among the general public, policymakers, and social studies educators relative to the aims of the social studies curriculum, and what should be done about them?"

Defining Social Studies: The Key to Bridging Gaps

Jeff Passe, California State Polytechnic University Pomona

 

Disparate Aims for the Social Studies Curriculum

Stephen J. Thornton, University of South Florida

 

Passe’s Response to Thornton

 

Thornton’s Response to Passe

 

CHAPTER 2: "To what extent are social studies standards useful and consequential as policy tools at state, district, and classroom levels?"

Policy As Metaphor

S.G. Grant, Binghamton University

 

Social Studies Standards: Too Little For Too Long

Tim Slekar, Edgewood College

 

Grant’s Response to Slekar

 

Slekar’s Response to Grant

 

CHAPTER 3: "How might policy tools and activities contribute to reprioritizing social studies education in elementary-level curriculum and instruction?"

The Promise of Policy and Action for the Reprioritization of Social Studies

Tina L. Heafner, University of North Carolina at Charlotte

 

Promoting Elementary Social Studies through Policy: Possibilities within Multiple Contexts of Schooling

Judith L. Pace, University of San Francisco

 

Heafner’s Response to Pace

 

Pace’s Response to Heafner

 

Section II - Perspectives: Disciplinary viewpoints on social studies education policy

CHAPTER 4: "Can education policies be effective tools for encouraging youth civic engagement and activism in schools?"

The possibilities of policy relative to the purposes of civic education

Peter Levine, Tufts University

 

Legislate conditions, not curriculum and pedagogy

Beth Rubin, Rutgers University

 

Levine’s Response to Rubin

 

Rubin’s Response to Levine

 

CHAPTER 5: "How and to what extent does education policy unite the discipline of history to the academic subject of social studies, and is this a fruitful union?"

Finding possible policy directions in the shared purposes of history and social studies education: A Canadian perspective

Alan Sears, University of New Brunswick

 

Building consensus around a roadmap for inquiry in the United States

John K. Lee, North Carolina State University & Kathy Swan, University of Kentucky

 

Sears’s Response to Lee and Swan

 

Lee and Swan’s Response to Sears

 

CHAPTER 6: "What is the potential impact of the C3 as a policy tool on curriculum development in traditionally underrepresented social studies disciplines?"

Economic Education: Social Studies’ "Marginal" Discipline

Phillip J. VanFossen, Purdue University

 

Best of Times, Worst of Times: Geography Education Today

Sarah Bednarz, Texas A & M University

 

VanFossen’s Response to Bednarz

 

Bednarz’s Response to VanFossen

 

Section III - Practices: How policy impacts the enactment of curriculum and instruction in the social studies

 

CHAPTER 7: "Should a stronger policy emphasis be placed on domain-specific high-leverage practices or core practices in history/social studies teaching?"

From Defining Content to Supporting Instruction: A Case for Core Practice Policy

Brad Fogo, San Francisco State University

 

"High-Leverage Practices in the Social Studies? Not so Fast": Cautious Considerations for Teaching and Learning Policy

Stephanie van Hover, University of Virginia

 

Fogo Response to van Hover

 

van Hover Response to Fogo

 

CHAPTER 8: "What kinds of assessment policies, practices, and tools do social studies learners and teachers deserve, and why?"

Reframing the Narrative: Research on How Students Learn as the Basis for Assessment Policy

Bruce VanSledright, University of North Carolina at Charlotte

 

The Center Fails: Devolving Assessment Authority to Educators

Gabriel A. Reich, Virginia Commonwealth University

 

VanSledright Response to Reich

 

Reich Response to VanSledright

 

CHAPTER 9: "What roles should federal and/or state departments of education play in social studies learning, teaching, and curriculum?"

Revising federal assessment policy and reprioritizing social studies education across states

Bruce Lesh, Maryland State Department of Education

 

When good ideas make bad policies: Having the courage to change

David Gerwin, Queens College/CUNY

 

Lesh’s Response to Reich

 

Gerwin’s Response to Gerwin

 

Section IV - Advocacy: Policy activity and activism among teachers, teacher educators, and researchers in the social studies

 

 

 

 

CHAPTER 10: "What policy priorities should social studies education, as a field, advocate, and why?"

Prioritizing policy in the social studies: Orientation, context, and criteria

Todd Dinkelman, University of Georgia

 

Proposing A Seven-Step Social Studies Policy Advocacy Strategy

Michelle M. Herczog, Past President, National Council for the Social Studies

 

Dinkelman’s Response to Herczog

 

Herczog’s Response to Dinkelman

 

CHAPTER 11: "How might public policy engagement and political activism be situated within social studies teacher education programs?"

Teachers and teacher educators as public policy actors in today’s charged classrooms

Margaret Smith Crocco, Michigan State University

 

Critical democratic teacher education as policy engagement and political activism

Steven Camicia, Utah State University

 

Crocco’s Response to Camicia

 

Camicia’s Response to Crocco

 

CHAPTER 12: "What can the field of social studies education learn from policy research and reform in other domains?"

Policy Parables: Lessons of Education Policy from Outside the Social Studies

Paul G. Fitchett, University of North Carolina at Charlotte

 

Divergence and values in education policy: Lessons from other academic domains

Kevin W. Meuwissen, University of Rochester

 

Fitchett’s Response to Meuwissen

 

Meuwissen’s Response to Fitchett

 

...
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Editor(s)

Biography

Paul G. Fitchett, University of North Carolina at Charlotte, USA

Kevin W. Meuwissen, University of Rochester, USA

Featured Author Profiles

Author - Kevin W. Meuwissen
Author

Kevin W. Meuwissen

Associate Professor, University of Rochester
Rochester, NY, USA

Learn more about Kevin W. Meuwissen »

Reviews

'In Social Studies in the New Education Policy Era, Editors Paul Fitchett and Kevin Meuwissen pose significant policy-related questions to 22 social studies scholars and professionals. The result is a series of engaging and thought-provoking conversations between pairs of contributors about the past, current, and potential role of policies and political actors in social studies education. The lively dialogue between contributors reveals shared and divergent perspectives, and often suggests the complexity of policy in relation to impacts and contexts. In-depth conversations focused on policy and policy advocacy in social studies are rare; I believe the informative and spirited dialogue in this book will serve as the basis for much needed further discussion among all who care about the future of social studies education.' — Patricia G. Avery, Professor of Curriculum and Instruction, University of Minnesota