ERIC Number: EJ1120128
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Seventh-Grade Social Studies versus Social Meliorism
Greiner, Jeff A.
Social Studies, v107 n6 p200-208 2016
The Wake County Public School System (WCPSS), in the state of North Carolina, has gone through considerable recent effort to revise, support, and assess their seventh-grade social studies curriculum in an effort to serve three goals: comply with the Common Core State Standards (Common Core), comply with the North Carolina Essential Standards (Essential Standards), and create a curriculum that best serves students. Meanwhile, the curriculum theory of social meliorism was conceived of over a century ago. Since its inception it has influenced curriculum development and provided a foundation for many other curriculum theories that all start from an assumption that social meliorism holds to an accepted truth that the purpose of education is to improve society and address its injustices. Given contemporary discussions about how to achieve social justice, this is a philosophy that seems particularly meaningful when thinking about the ways that schools can help to accomplish the goals of social justice. I intend to investigate the seventh-grade social studies curriculum of WCPSS in 2014 and juxtapose it with the goals and ideals of social meliorism, determine how well the curriculum addresses the goals of that curriculum theory, and make suggestions for how a social meliorist might suggest modifying the curriculum to better serve the needs of society.
Descriptors: Grade 7, Social Studies, Public Schools, Common Core State Standards, Curriculum Development, Educational Theories, Social Justice, Social Change, Teacher Empowerment, Cooperation, Critical Thinking
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina