Explore the web of factors that influence your power as a teacher--and how you can better use that power to foster student agency and empowerment. What kind of power do teachers have? What influences their instructional decision making--and how does that affect students, particularly Black students and other students of color? How can educators…

In the 21st century, fake news has detrimental consequences on global communities, relationships, and democracies. Unfortunately, youth unknowingly engage with misinformed content on their social media platforms. Teenagers often turn to social media for information, and it is essential that teachers address reading strategies such as sourcing to…

What a human rights course should consist of, i.e., the objectives, course content, teaching methods, and evaluation techniques, are discussed. Human rights education must foster attitudes of tolerance and respect, provide knowledge about human rights, and develop students' awareness of how to translate human rights into social and political…

Questions how the goal of participatory citizenship can be taught within the typical classroom environment. Argues that the hidden curriculum, textbooks, and instructional methods do not provide opportunities to see citizenship in action or ways to practice it. Recommends providing students with choices and opportunities for engagement in some…

Uses the opening of a new elementary school to reflect on how the community's and teachers' religious values implicitly influence the curriculum and a school's daily operation. Suggests that in a multicultural, religiously pluralistic society these values must be made explicit. Argues for an intentional dialogue between teachers and parents about…

Examines three periods of U.S. history, the 1940s and 1950s, the 1960s and 1970s, and the first half of the 1980s to illuminate the developments in moral education. Offers the five Es: (1) Example; (2) Explanation; (3) Exhortation; (4) Environment; and (5) Experience; to assist schools and teachers in modeling moral excellence. (CH)

Reviews the "Curriculum Guidelines for Multicultural Education," revised and published by the National Council for the Social Studies in 1992. Finds that the guidelines emphasize the total school environment and do not depend on the social studies curriculum alone to teach about cultural diversity. Contends that Canadian educators and…

Urges a reframing of the social sciences curriculum in terms of the socioeconomic interests of the disadvantaged. Proposes a curriculum specifically designed to expose the ideological and political advantages enjoyed by the dominant culture. Includes specific activities to promote empowerment among the disadvantaged. (MJP)

Charts the changes in Namibian curriculum policy reflecting the recent independence from South Africa and the dismantling of apartheid. Although originally conceived as a radical socialist state, political realities quickly created policies of reconciliation within Namibia. Educational policy has focused on the establishment of a post-colonial…

Criticizes the concept that secular, rationalist thought is more objective than religious thought. Maintains that all human inquiry and interaction is rife with subjective bias and assumptions. Defends the teaching of religious subjects in public schools on this basis and calls for an "intersubjective" approach (acknowledging rationalist…

An overview is presented of an elementary-level social studies core curriculum at Fieldston Lower School (in New York City) in which the moral and ethical development of students is seen as a priority. Fieldston Lower School is one of three branches of the Ethical Culture Schools. Article 1 focuses on the modification of the traditional elementary…