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Descriptors:
Foreign Countries; Research Methodology; Citizenship Education; Educational Research; Global Approach; Elementary School Curriculum; Elementary School Teachers; Educational Change; Culturally Relevant Education; Social Justice; Cultural Pluralism; Multicultural Education; Civics; Global Education; Case Studies; Ethnography; Interviews; Data Analysis

Abstract:
Social networks and communities are rapidly expanding and changing due to the accelerating pace of globalization. In this article, we examine new possibilities for the reform of curriculum and educational research in a way that is responsive to increasingly multicultural and global communities. Drawing on literatures in the areas of multicultural, global, and civic education, we conducted a critical qualitative case study of four elementary school teachers. The teachers, two in the United States and two in the United Kingdom, are known to be exemplary at synthesizing multicultural, global, and civic education. We, the two authors, one a female from China and the other a male from the United States, employed duoethnography methodology to utilize our different positionalities as researchers in our description, analysis and interpretation of the data. As the exemplary teachers in our study illustrate, education needs to be culturally responsive, socially just, well-integrated, and empowering. We conclude with findings that have implications for the reform of curriculum and educational research methodology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nationalism; Citizenship; Citizenship Education; Global Approach; Foreign Countries; Democracy; Comparative Analysis; Academic Discourse

Abstract:
The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism. The framework is illustrated by examples from citizenship education in China and the United States. Citizenship education in these examples is largely influenced by the discourse of nationalism. The discursive fields are fractured, context-specific, and dynamic. In conclusion, the authors call for awareness of how these discourses operate, and propose that the discourses of globalization and cosmopolitanism merge and strengthen within citizenship education. The effect could be a new citizenship education that is responsive to the current needs of local and global democratic communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Global Approach; Curriculum Development; Citizenship; Democracy; Discourse Analysis; Cultural Pluralism; Educational Change; Foreign Countries; Political Attitudes; Accountability; Standards

Abstract:
Countries around the globe are responding to the pressures of globalisation, standardisation, accountability and market rationality. In curriculum reform, we theorise these pressures as neoliberal cosmopolitanism because they are intended to promote a new type of entrepreneurial citizen that navigates an increasingly interconnected global community. However, there is resistance to these pressures by educators who promote a global community based upon principles of critical democracy and multiculturalism. Because public schools are a powerful regulatory force in society, this curriculum struggle between neoliberal and democratic intents is increasingly significant. It is a struggle that defines the size, scope and qualities of our future global community. We used principles of critical discourse analysis to examine brief examples in two countries, the Philippines and the United Kingdom. Our examination illustrates how, although these countries have very different contexts, curriculum often sends competing messages related to neoliberal and democratic intents. Our analysis has implications for curriculum reform and changing understandings of our global community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Educational Change; Global Approach; Social Justice; Social Control; Essays; Immigrants; Immigration; Partnerships in Education; Academic Achievement

Abstract:
Under conditions of globalisation, the discourse of cosmopolitanism adds a new dimension to analysis of curriculum reform. We examine the meanings and contentions of curriculum as a regulatory function in rapidly changing, global communities. We examine cosmopolitanism and curriculum through the lenses of two cosmopolitan discourses, neoliberal and democratic. This provides a theoretically complex snapshot of how the discourse of cosmopolitanism reflects different ideologies concerning community and curriculum reform. We support and conclude with a curriculum proposal promoting a democratic cosmopolitan discourse that is culturally responsive, democratic, and socially just in the face of neoliberal globalisation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Preservice Teachers; Current Events; Democracy; Thinking Skills; Teaching Methods; Journal Writing; Social Studies; Cooperative Learning; Writing Assignments; Interviews; Consciousness Raising; Democratic Values

Abstract:
The representation of a variety of stakeholders' voices during the deliberation of public issues is vital for the proper functioning of a liberal democracy. This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity that we call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. Data included partner journals, written reflections from preservice teachers, and interviews with the children's teachers. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education. The issues of teacher disclosure and power were particularly important to preservice teachers. Findings suggest implications for future research on partner journals with other partnerings of different social positionings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Curriculum; Grade 6; Conflict; Social Studies; History Instruction; United States History; Japanese Americans; Institutionalized Persons; Case Studies; Interviews

Abstract:
This article examines a case of curriculum conflict in order to understand how the social studies curriculum is changed by such conflicts. In the case, a small group of activists challenged a local sixth grade history curriculum, which claimed that the WWII internment of Japanese Americans was a mistake. Activists claimed that the internment was motivated by military necessity, and they wanted the social studies curriculum to include this perspective. Eleven semi-structured interviews with curriculum challengers and supporters were analyzed deploying a sociological lens called frame analysis. Findings suggest that the historical context of the community set the stage for the social studies curriculum conflict. The success of challengers to change curriculum depended upon their ability to construct frames that aligned with professional educators and the community where the curriculum was taught. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Textbooks; Democracy; Citizenship Education; Ideology; Instructional Materials; Content Analysis; Social Studies; Multicultural Education; Global Approach; Freedom of Speech; Thinking Skills

Abstract:
Although student deliberation of public issues is recognized as a vital component of democratic education, little research focuses on the range of perspectives available to students during such deliberation. Social justice and legitimacy demand a wide range of inclusion, choices, and perspectives during student deliberation. This article contrasts soft versus deliberative democratic education, where the range of perspectives is correspondingly narrow or broad. Unfortunately, research shows that social studies textbooks promote soft democratic education by privileging dominant cultural representations, ideologies, and metanarratives of American exceptionality. This article presents content analysis as a method for identifying the range of civic and cultural perspectives in curricula. Once these perspectives are identified, social studies educators can revise curricula to increase inclusion and strengthen student deliberation. To illustrate this method, the author examines two sets of instructional materials. While on opposite opposite sides of the ideological spectrum, the sets are similar in their narrow range of perspectives concerning controversial public issues. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
International Education; National Security; Global Approach; Social Studies; Case Studies; Politics of Education; Interviews; Educational Principles; Educational Philosophy; Role of Education; Educational Trends; Educational Environment

Abstract:
We report a qualitative case study of interpretive activity inside the current wave of the "international education" movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews of a sample of movement intellectuals--activists positioned between powerbrokers and school practitioners. We found a diverse set of interpretations that were spread across a two-dimensional framework with four quadrants: intent (civic and enterprise) and affinity (national and global). We conclude that the cognitive praxis of this sample extends prior patterns--it is plural and contentious, and national security plays a central role. Within these tendencies, however, are features unique to the current wave. We end with implications for the social studies field. (Contains 1 figure and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 6; Social Studies; Controversial Issues (Course Content); War; United States History; Japanese Americans; Classification; Interdisciplinary Approach; Social Science Research; Stakeholders; Curriculum Development; Conflict; Time Perspective

Abstract:
Frame analysis was used to examine how competing stakeholders framed a sixth grade curriculum controversy over whether the WWII internment of Japanese Americans should be categorized as a controversial issue. Teachers and administrators in a northwestern U.S. school claimed that the internment was clearly wrong and not controversial, but these claims were challenged by a small group of activists. Three data sets were analyzed: 11 semi-structured interviews, 40 public documents, and curriculum materials. Although activists could not change the school's claims, they were able to change the curriculum. Findings illustrate the ways that stakeholders in social studies curriculum controversies negotiate whether an issue should be categorized as controversial. Categorizations were dynamic and contingent on historical, contemporary, and ideological contexts. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Instructional Materials; Ideology; Immigration; Foreign Policy; Cultural Awareness; Cultural Pluralism; Content Analysis; Multicultural Education; Global Approach; Social Studies; Textbooks

Abstract:
Numerous theorists have identified a need for students to learn to solve global concerns in an increasingly interconnected world. The issue of immigration policy is one such concern. This study analyzed the texts of two programs teaching deliberation and U.S. immigration policy. The purpose of the study was to analyze instructional materials that are deliberative in structure and identify the range of deliberative stances regarding global, nation-bound, multicultural, and mainstream perspectives in order to detect overarching ideological stances. A narrow range of deliberative stances or perspectives was indicative of an overarching ideological stance. Findings suggest that both sets of instructional materials studied are predominantly nation-bound in perspective; National Issues Forums contains mainstream perspectives of immigration policy, while Choices for the 21st Century Education Program contains some "transformative" multicultural perspectives of immigration policy. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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