Argues that special needs education in Britain has lost sight of the relationship between children's difficulties in school and wider patterns of socioeconomic disadvantage and inequality, and suggests that special needs education is incapable of addressing basic inequities in our education system and within society as a whole. (Author/CR)

Presents a series of questions designed to provoke students to think about their location in the world, the effect of global connections on their local culture, and current global problems and their implications. Includes Internet contact information for some United Nations agencies that provide information useful to students. (DSK)

Explores some of the conflicts in Jewish religious culture related to choosing literature to enhance or reflect literacy and to ensure continuity. Outlines questions that have stimulated postmodern skepticism about the stability of canons, and offers guidelines for selecting new materials into the canon and, hence, curriculum. (DSK)

Reveals how the author's interpretation of the development of reformatories for girls underwent a revisionist transformation during her work with an alternative school for delinquent girls, which challenged her interpretation of the impact of reformatory life. Explores questions of positionality, i.e., gender inequality and African-American and…

Reports on an experience using a teaching technique designed to promote active learning in an undergraduate social-problems course through student analysis of real social data. Discusses course materials and teaching procedures used, advantages and disadvantages of the approach, and student reactions. (DSK)

The University of New Mexico's Institute for Social Research operates eight centers that conduct policy-related research on criminal justice, criminology, delinquency, and social problems. Projects have focused on inequities in criminal sentencing in New Mexico, juveniles' access to and use of guns, New Mexico's need for a juvenile prison, and the…

A study examined the impact of four affect-induction conditions (self-induced positive affect, music-induced positive affect, music-induced negative affect, and neutral affect) on the social-information-processing skills of 96 seventh-grade students with and without learning disabilities. Students in the self-induced positive condition generated…

Lists selected resources that help think about problems and issues and how they affect society in the areas of human health, social issues, and environmental issues. Includes Web sites, CD-ROMs and software, videos, books, magazines, and professional resources, with age levels and appropriate disciplines usually indicated. Suggests sample class…

Reviews the problems that occurred on the U. S. homefront during the Korean War such as McCarthyism, the MacArthur Affair, and the Steel Crisis. Addresses the role of President Harry Truman and his administration. Stresses the reasons for studying this period and the legacies of the Korean War. (CMK)

Focuses on Thomas Hobbes, an English political philosopher who argued that the solution to civil disorders lay in a sovereign authority backed with force. Argues that education should be seen at the center of Hobbes's project of rescuing society from the disorders threatening civilization throughout 17th-century Europe. (CMK)

Suggests that issues-centered education has two implications for the social studies curriculum: (1) the application and eventually the integration of subject knowledge and modes of inquiry; and (2) the development of interdisciplinary patterns of curriculum organization, such as fused or the core curriculum, to accommodate the imperative for…

Describes three different types of curriculum organization (activity curriculum, general education, and core curriculum) and identifies curriculum development principles that emerged from these past practices that are important to issues-centered education today. Discusses ways to apply the curriculum development principles to contemporary efforts…

Draws on the findings from the School Effectiveness in South Africa Project (SESA) and the Committee for a Culture of Learning and Teaching (CCOLT) conducted with schools located within Johannesburg (South Africa). Explains that both the SESA and CCOLT point to ways in which black schooling in South Africa is occurring. (CMK)

Focuses on pedagogical relationships established in three different Australian primary schools designated as disadvantaged schools and located in ethnically diverse working-class areas. Contrasts the schools' pedagogical responses to children in poverty and analyses them in terms of their capacities to contribute to socially just outcomes from…

Two different concepts of STS--the emerging academic discipline of Science and Technology Studies and the social movement Science, Technology and Society--are explored through analysis of two textbooks from non-English-speaking countries. Each textbook represents one of the two STS concepts. Discussion of text organization is augmented by complete…