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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Elementary Secondary Education; Islam; Social Studies; Teaching Methods; Controversial Issues (Course Content); Fundamental Concepts; Ideology; World Views; Politics of Education; Global Education; Religious Cultural Groups; Beliefs; Educational Practices; Educational Resources; Religious Conflict; Religious Education; Religion Studies
Abstract:
In this article, the author investigates the controversial curricular and instructional aspects of teaching about Islam in social studies courses. Specifically, the author discusses pedagogically sound approaches to teaching about "jihad" and "Shari'ah" law, two of the most important and controversial concepts in Islam that often generate intense debates among scholars, policy-makers, social studies teachers, and the general public. It is crucial that social studies teachers present all of the competing and complex definitions regarding "jihad" and "Shari'ah" law; this task is exacerbated by passionate disagreements among Islamic scholars, lawyers, and historians over the true nature of these concepts. Many K-12 textbooks omit or distort the multiple interpretations of "jihad" and "Shari'ah" law because of political pressures, space limitations, and efforts to avoid controversies inherent in discussing religion. Thus, many students are confused by competing views and ideological perspectives by experts regarding Islam; this situation is untenable, given the importance of Islam in contemporary American politics and international affairs.
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Author(s): |
Feith, David |
Source: |
American Enterprise Institute for Public Policy Research |
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
School Culture; Charter Schools; Field Trips; Standardized Tests; Citizenship Education; Civics; Democracy; Neighborhoods; Integrity; Holidays; Citizen Participation; Elementary Secondary Education; Acculturation; Elections; Social Studies; Teacher Education; Competition; Hispanic American Students; Urban Education
Abstract:
This policy brief is the third in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The UNO Charter School Network includes 13 schools serving some 6,500 students across Chicago. Located in predominantly Hispanic neighborhoods, the network's 12 K-8 schools and one high school serve a student body that is 95 percent Hispanic. UNO fundamentally understands citizenship education as a project of assimilation and Americanization. As UNO sees it, standing for assimilation and Americanization requires standing against certain popular ideas in contemporary culture and pedagogy. With 13 schools, a staff of 450, 11 buildings, 191 instructional days a year, a charter authorizer to satisfy every five years, and several standardized tests to administer annually, UNO has much to do besides directly Americanizing its students. But in doing all that, the network tries to apply its civic principles as broadly as possible. In all grades, and especially in K-8, UNO's civics curriculum is built around the calendar--holidays, days of remembrance, and anniversaries of significant events. These include, from the beginning of the school year until the end: Labor Day, September 11th, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Holocaust Remembrance Day, Memorial Day, and Flag Day. In grades K-8, each of these dates is tied to a curricular "cycle" meant to guide teachers' instruction for up to five days. Guiding UNO's civic education curriculum is a civics committee that designs and helps teachers implement everything from daily lessons to larger units, field trips, mock elections, and more. UNO tells its students that upon graduation, they are expected to be able to compete in the local, national, and global marketplaces; to be civically engaged; to be intellectually curious; and to be people of integrity. These characteristics are easier named than assessed. Devising metrics of healthy citizenship, both for students and for alumni after they graduate, is one of the three near-term goals that UNO leaders have set for themselves regarding civic education. Another is creating more cohesion among the curricula that deal with civic holidays, student identity, and traditional social studies. The third is improving teacher training so that all teachers--in all grades and subjects--are equipped to "capitalize on every opportunity they have" for civic education. (Contains 43 notes.) [For related reports, see "Charter Schools as Nation Builders: Democracy Prep and Civic Education. Policy Brief 4" (ED539459) and "Counting on Character: National Heritage Academies and Civic Education. Policy Brief 5" (ED540539).]
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Pub Date: |
2011-11-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
History Instruction; War; World History; Peace; Holidays; Social Studies; Academic Standards; Secondary School Curriculum
Abstract:
With all of the time constraints and institutional pressures that teachers face, it may seem odd to suggest using an anomalous event such as the Christmas Truce to study the first World War. However, the uniqueness of this event helps grab the attention of students and, as the authors demonstrate, can be used both to illustrate the common meta-narrative of the war (and its limits) and to meet major curriculum standards. Middle and high school teachers are familiar with the thematic strands in the curriculum standards for social studies: (1) "Culture"; (2) "Time, Continuity, and Change"; (3) "People, Places, and Environments"; (4) "Individual Development and Identity"; (5) "Individuals, Groups, and institutions"; (6) "Power, Authority, and Governance"; (7) "Production, Distribution, and Consumption"; (8) "Science, Technology, and Society"; (9) "Global Connections"; and (10) "Civic Ideals and Practices." In this article, the authors offer a way to think about the war in a manner that meets curriculum requirements, engaging students with an event that is now almost a century in the past and (in their view) unrelated to the current world. They illustrate how the Christmas Truce narrative encompasses each of the ten thematic strands that comprise the essence of the social studies. (Contains 27 notes.)
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Author(s): |
Buchardt, Mette |
Source: |
Paedagogica Historica: International Journal of the History of Education, v49 n1 p126-138 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Philosophy; Educational History; Foreign Countries; Educational Change; Christianity; Religion Studies; Social Differences; Role; Social Systems; Social Change; Social Class; Teaching Methods; Educational Philosophy; Biblical Literature; Criticism; Cultural Education
Abstract:
Particularly after the Danish political system changed to parliamentarism in 1901, a growing interest in, and expanded meaning of, culture as a pedagogical category developed in relation to state schooling, on the road to a comprehensive school system for "the whole population". This article elaborates on the role played by theological scholars in particular in transforming "religion" into a pedagogised category of "culture", hence addressing what were to become central welfare state challenges: creating social cohesion, and thus defusing class conflict while maintaining social difference. The article examines two liberal theologians involved in the educational question, namely Aage Bentzen (1894-1953), Old Testament scholar and proponent of so-called biblical criticism, and one of his liberal-theological predecessors, Edvard Lehmann (1862-1930), founding father of Comparative Religion Studies and liberal theology as a movement in Denmark. A manifold understanding of "culture" appeared in their work which aimed at civilising, creating belongingness and establishing a common but differentiated relation to labour. In this endeavour, and in addition to scientific ideas of the Bible and Christianity as "culture" and "history", inspiration from--for instance--fascist and anarchist ideas on labour, state and society appear to fit well with inspiration from American pragmatism. The article argues that the theological pedagogisation of culture can be understood as a sacralisation of the state, aiming at governing the population through state schooling in a double sense: by creating cohesion while maintaining and producing social differentiation. (Contains 49 footnotes.)
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
State Standards; Social Sciences; Foreign Countries; Beginning Teachers; Elementary Secondary Education; Global Approach; Industrialization; World History; Historiography; Preservice Teachers; Grade 10; Faculty Development; Instructional Materials; Learning Activities; College Faculty; History Instruction
Abstract:
Given California's role in the Pacific economy, its historic Asian heritage, and the strong and growing presence of Asian communities and businesses in the state, it is imperative that students statewide understand the history of Asia. Unfortunately, the California state curricular framework and standards in history and social science limit the coverage of Asia. Most K-12 students' learning of Asia comes through middle and high school world history courses aligned to state standards that not only are Eurocentric, but also present Asia through an Orientalist lens. With funding from the Freeman Foundation, the History-Social Science Credential Program at California State University, Long Beach developed a professional development program for university faculty involved in the preparation of pre-service history teachers. "Raising the Visibility of Asia in World History Teacher Preparation" seeks to develop curricular materials and instructional activities for the university pre-service classroom that engage novice teachers with the recent scholarship and historiography of the "New World History." This scholarship presents a global and integrated conceptualization of world historical development that both resituates Europe away from the center of investigation and raises the visibility and significance of Asia. Providing pre-service teachers with this historiographic and scholarly understanding imparts them with the tools to teach world history from a global perspective that deepens and expands student learning about Asia in a fashion that is current with contemporary scholarship, yet mindful of the curricular mandates of the state standards. This article presents three lessons created by Miguel Escobar and Manoj Choudhary that are part of a larger unit of study in world history within the California tenth-grade curriculum. The goal of this unit is to provide students with information and knowledge concerning the Industrial Revolution and its global historical significance. At the completion of the unit, students understand the Industrial Revolution and the importance of industrialization in a global context. Students demonstrate knowledge of key terms and vocabulary and are able to provide and evaluate alternative theories of industrialization. Additionally, as is part of a goal in the classroom throughout the year, students are able to synthesize how the Industrial Revolution fits within a broader concept of modernity and diffusion. The unit places specific emphasis upon the study of Asia with relation to the Industrial Revolution. This unit provides alternative ideas for the long-term process of industrialization in Asia. This unit includes topics and concepts associated with the New World History that include Southernization, hybridity, cultural and technological diffusion, and the notion of a Pacific Rim. (Contains 3 notes.)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Religion Studies; Elective Courses; Social Studies; Public Schools; Secondary School Curriculum; Curriculum Development; Classroom Environment
Abstract:
If world religions courses are created at all in public school districts, they often are designed to encourage cultural fluency and tolerance. It is a teachable moment for the teacher to witness in an hour these far-flung students moving beyond tolerance to collaboration. Taking on a world religions program typically is viewed as a risky proposition for a school district, particularly in the face of community concerns over church-state divide. Even when a course or a teacher finds early success, sustaining a program can be a challenge. Sometimes teachers with strong potential find a lack of support and training, or the courses fail to gain strong footing among a school's less controversial electives. Getting it right begins with a district-level commitment to teaching about religions not only in an elective course or two, but within the entire social studies curriculum. Among other things, the class environment must be one of mutual respect and understanding, where the philosophy and theology of the world's faith traditions are discussed in a safe space that allows all students to hold their own beliefs, values and questions while learning about beliefs that may well go against their own. Teachers of comparative religion, whether or not they divulge their own perspective, must remain neutral moderators.
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