Drawing on teacher written responses, this research explores the emotional and affective experiences of teaching environmental issues, focusing particularly on the function and expression of hope along the unclear path toward appropriate action around the complex pedagogical and curricular implications of engaging climate crisis in education.

This research was conducted in the following four countries: Malaysia, Mexico, Canada, and the United States (US). Educators in each country were asked how US international policies were addressed in their respective curricula. The theoretical construct for critical border dialogism was developed as an outcome of these studies. Critical border…

In 1987 U.S. Secretary of Education, William J. Bennett, published "James Madison High School: A Curriculum for American Students" that proposed a core curriculum for high schools. In response to that publication, this paper examines the core curriculum as it affects social studies. The social studies sequence emphasized history (ninth…

The criteria that elementary school teachers use to guide their decisions concerning content, sequence, and instructional strategy in geography and their frames of reference toward geography were examined through interviews and classroom observations. Research indicates that the teacher determines the curriculum that the students actually…

Presents the National Council for the Social Studies (NCSS) presidential address to the annual meeting in Dallas on November 15, 1987. Examines the future direction of NCSS and discusses global interdependence as a challenge that must be given more emphasis in the social studies curriculum of the United States. (GEA)

The author discusses his 1981 critique of social studies education, "Social Studies: Some Gulfs and Priorities," written for "The Social Studies," the Eightieth Yearbook of the National Society for the Study of Education. This paper recounts the main points of that critique and theorizes about the criticism it received. (BT)

This document contains reflections upon several decades of teaching and learning in the field of global education. Developments made in global education during the 1960s and 1970s are a main focus and a set of homilies--a distillation of what the author has learned about global education--are put forth. (DB)

This paper argues that social studies educators need to develop their own definition of what social studies means and to let other persons know what this social studies looks like. It is contended that part of the problem concerning what social studies is and what place in the curriculum it should occupy is that social studies educators have let…

This paper inquires into the topic of bad science and its social implications by examining selected issues aimed at elucidating some of the brute facts of scientific progress. It should be noted that the paper is also situated in at least 3 of the 10 overarching thematic strands that form the basis of the societal studies standards: cultural…

Elementary social studies was "custom made" to fit progressive era issues and theories, and to "develop" children into good citizens. Social studies has not developed fast enough to keep pace with culture changes since World War II. Assumptions changed in the United States during World War II and elementary social studies…

This research paper describes a 2-year project, conducted in 1992-1994, at Castleton High School with an enrollment of 1,200 students (grades 9-12) in north central New York State. The school serves a multiethnic, urban population with a wide socioeconomic range. The author worked collaboratively with the principal and four social studies teachers…

This paper relates pedagogical reasons for students not knowing what educators think they should know about social studies. In the past and the present, those who have sought to redress this discrepancy have generally placed more emphasis on changing the formal curriculum than on changing the method, even though the formal curricula have limited…

The paper describes the role of teachers as mediators of the social studies curriculum. The first section summarizes the literature on teacher cognition and describes the hermeneutic, or methodological, turn in that literature. The second section describes teachers as curriculum agents--that is, as professionals who bring intellectual and moral…

This paper offers ways of introducing young children to global history and geography at the age of four when they traverse a period of intuitive sensitivity to time and space. Through this instruction they develop lasting interest in history and geography. The curriculum used, "The First Frontier," presents space as world geography and time as the…

Educational evaluation is ideally much broader than the examination of students' work at stipulated intervals. It addresses the selection of objectives, the methodology, the capability of management, the adequacy of data sources, the resources required, and even the alternative educational purposes that could be served. This study evaluates the…