This book, the first comprehensive, critical examination of the theory and pedagogy of the field of social foundations of education and its relevance and role within teacher education:
*Articulates central questions in the field--such as "What is social foundations?"; "Is there a social foundations canon?"; "Is it possible to teach for social justice?"; "What is student resistance?";
*Explores the limits and possibilities of teaching social foundations of education;
*Provides strong arguments for the continued relevance of the discipline for teacher education;
*Features a variety of clearly presented, theoretically grounded models for teaching social foundations within teacher education programs--including aesthetic education, critical theory, and eco-justice perspectives, the use of community-based oral histories, and experiential learning activities;
*Provides concrete examples, actual syllabi, and a host of additional resources to help faculty teach, publish, and do research; and
*Proposes new directions for research and dialogue within the field.
This volume is an ideal entrance into the field for graduate students, junior faculty, and professors from other areas of education who are teaching in the social foundations field for the first time.
"This book looks closely at where social foundations enter the picture, explores in depth how these courses look as taught by instructors with different passions and commitments, from aesthetic based and feminist, to ecojustice and postmodern- and that just a start-and offers a wealth of resources that more and less experienced teachers of foundational courses can draw on as they develop their own approaches. There are many fine contributions in the book."
Contents: Preface. Part I: Defining and Contextualizing Social Foundations. S. Tozer, D. Miretzky, Social Foundations, Teaching Standards, and the Future of Teacher Preparation. D.W. Burton, Is There a Social Foundations Cannon? An Interview With Eric Bredo, Wendy Kohli, Joseph Newman, and Barbara Thayer-Bacon. Part II: Models of Social Foundations Practice. E.F. Provenzo, Jr., Making Educational Research Real: Students as Researchers and Creators of Community-Based Oral Histories. R.A. Martucewics, J. Edmundson, Social Foundations as Pedagogies of Responsibility for Eco-Ethical Commitment. M.B. Greiner, "To Life for Art": Teaching and Learning Aesthetic Education Within Foundations of Education. Part III: Developing Teacher Educators With/In Social Foundations. D.W. Butin, Identity (Re)Construction and Student Resistance. K.K. Abowitz, Confronting the Paradox of Autonomy in a Social Foundations Classroom. J. Edmundson, M.B. Greiner, Social Foundations Within Teacher Education. K. deMarrais, Reflections on a Social Foundations Approach to Teacher Education. Part IV: Social Foundations and the Engagement of Contested Positions. D.W. Butin, Diversity, Democracy and Definitions: Contested Positions for the Future of the Social Foundations. Appendices.
This series focuses on studies of public and private institutions, the media, and academic disciplines that contribute to educating--in the broadest sense--students and the general public. The series welcomes volumes with multicultural perspectives, diverse interpretations, and a range of political points of view from conservative to critical. Books accepted for publication in this series will be written for an academic audience and, in some cases, also for use as supplementary readings in graduate and undergraduate courses.
Topics to be addressed in this series include, but are not limited to, sociocultural, political, and historical studies of
Local, state, national, and international educational systems
Elementary and secondary schools, colleges and universities
Public institutions of education such as museums, libraries, and foundations
Computer systems and software as instruments of public education
The popular media as forms of public education
Content areas within the academic study of education, such as curriculum and instruction, psychology, and educational technology