Annals of Social Studies Education Research for Teachers
Economics education needs a paradigm shift given the failure of traditional models to address the... more Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.
Annals of Social Studies Education Research for Teachers
This reflection plays with the idea of a crash as a metaphor and as a way of thinking about econo... more This reflection plays with the idea of a crash as a metaphor and as a way of thinking about economic crashes. More importantly, it challenges teachers to consider the use of economic thinking in an uncertain and chaotic world.
The Councilor: A Journal of the Social Studies, 2017
This paper seeks to provide educators with a critique of dominant narratives through the discipli... more This paper seeks to provide educators with a critique of dominant narratives through the disciplinary tools of economics. Specifically; issues of race, gender, and geography are addressed via the common economic subjects of fiscal and monetary policy, economic indicators, wages, and economic growth. By providing a practical blueprint for a more critical curriculum in economics, these lessons and the literature that supports them demonstrates the potential of teachers to challenge taken-for-granted notions of what economics is and what it is for.
Purpose: The purpose of this study is to evaluate one effort to challenge the problematic assumpt... more Purpose: The purpose of this study is to evaluate one effort to challenge the problematic assumptions of the dominant narrative of neoclassical economics within a teacher preparation program that focuses on addressing dominant narratives throughout the social studies curriculum. Design/methodology/approach: Utilizing a theoretical framework that intersects Pedagogical Content Knowledge and pluralist economics, this study consists of a general interpretive study conducted in a master’s plus certification social studies methods course. Data was collected from several class sessions, including observational and artifact data, as well as semi-structured interviews with participants after the conclusion of the class. Findings: Preservice teachers were able to spell out a dominant narrative in economics that exposed the effect of the narrative, but rarely critiqued its epistemology. Second, the fluctuations in content and curricular knowledge as well as the broader challenge of explaining...
In this study we examine early career social studies teachers’ use and understanding of critical ... more In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally s...
This study speaks to the limited literature on economics way that preservice teachers in an urban... more This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies educa...
INTRODUCTION Curriculum represents the knowledge that we want students to know. Goodlad and Su (1... more INTRODUCTION Curriculum represents the knowledge that we want students to know. Goodlad and Su (1992) define curriculum as a tool that aims to bring about behavior changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school. In 2009, the Common Core State Standards (Common Core) were established to define what students should know and be able to do in mathematics and English language arts--in other words, what should be covered in the curriculum. Unfortunately, the imposition of reform efforts such as No Child Left Behind and now the Common Core which promote increased educational time in math and reading have pushed civic education into a tenuous position in American public schools (Kahne & Middaugh, 2008). While an emphasis on reading and mathematics is commendable, civics education is and continues to be in a state of disrepair (Fleming, 2011). To address this situation, the National Council for the Social Studies published the College, Career & Civic Life (C3) Framework to provide a voice for social studies that had not been addressed in the Common Core. The C3 Framework combines both college and career readiness with a third critical element: preparation for civic life. Along with the new C3 Standards, recent civics education research calls for new and active approaches to civic education (CIRCLE, 2013; ECS, 2013; Levine, 2012; Levinson, 2012b). These approaches should include discussion of controversial issues and current events, deliberation of public issues, service-learning, action civics, participation in simulation and role play, and the use of digital technologies (Kahne, Ullman, & Middaugh, 2012; Levine, 2013; Levinson, 2012a, 2012b; Saavedra, 2012; Youniss, 2012). In 2008, Justice Sandra Day O'Connor set out to reinvigorate civics educations and empower today's youth through the creation of iCivics. Based on research about digital gaming simulations and best practices in civics education, iCivics was developed as a free, web-based, civics education experience focused around digital games (Gee, 2008; Gee & Hayes, 2011; Prensky, 2007). iCivics allows students and teachers to choose games that fit their curricular focus such as branches of government, powers and processes of government, rights and responsibilities of citizenship, or civic participation. The iCivics website seeks to support teachers by offering curriculum units and interactive tools to enhance the games and their own instruction. The games and supplemental curriculum are aligned with both state and the ELA Common Core; however, the website does not yet provide alignment with the new C3 Framework (iCivics, 2013; NCSS, 2013). As digital natives, American youth are particularly bound to technology, including video games (Lenhart et al., 2008). It is rare to find a teenage student who does not Facebook, tweet, or text message. As such, educators now recognize the significance of technology in the development of citizenship orientations (Diem, 2008). The question is how do we determine the quality and impact of online educational experiences? As educators, we must be thoughtful about the use of technology and ensure it adds value to the curriculum. We must ensure that students are effectively prepared to be active and engaged citizens of the 21st century and determine if an on-line curriculum has the propensity to help fulfill that goal. In this article, we explore how iCivics games might be used as a tool for high quality civics education using the new C3 Framework. In the following sections, we provide an overview of relevant research related to citizenship education and online gaming, outline a framework of analysis and describe our methodology, and finally, present the findings and discuss implications for citizenship education in America. REVIEW OF LITERATURE Educating knowledgeable and engaged citizens is a historic goal of public education. …
Annals of Social Studies Education Research for Teachers
Economics education needs a paradigm shift given the failure of traditional models to address the... more Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.
Annals of Social Studies Education Research for Teachers
This reflection plays with the idea of a crash as a metaphor and as a way of thinking about econo... more This reflection plays with the idea of a crash as a metaphor and as a way of thinking about economic crashes. More importantly, it challenges teachers to consider the use of economic thinking in an uncertain and chaotic world.
The Councilor: A Journal of the Social Studies, 2017
This paper seeks to provide educators with a critique of dominant narratives through the discipli... more This paper seeks to provide educators with a critique of dominant narratives through the disciplinary tools of economics. Specifically; issues of race, gender, and geography are addressed via the common economic subjects of fiscal and monetary policy, economic indicators, wages, and economic growth. By providing a practical blueprint for a more critical curriculum in economics, these lessons and the literature that supports them demonstrates the potential of teachers to challenge taken-for-granted notions of what economics is and what it is for.
Purpose: The purpose of this study is to evaluate one effort to challenge the problematic assumpt... more Purpose: The purpose of this study is to evaluate one effort to challenge the problematic assumptions of the dominant narrative of neoclassical economics within a teacher preparation program that focuses on addressing dominant narratives throughout the social studies curriculum. Design/methodology/approach: Utilizing a theoretical framework that intersects Pedagogical Content Knowledge and pluralist economics, this study consists of a general interpretive study conducted in a master’s plus certification social studies methods course. Data was collected from several class sessions, including observational and artifact data, as well as semi-structured interviews with participants after the conclusion of the class. Findings: Preservice teachers were able to spell out a dominant narrative in economics that exposed the effect of the narrative, but rarely critiqued its epistemology. Second, the fluctuations in content and curricular knowledge as well as the broader challenge of explaining...
In this study we examine early career social studies teachers’ use and understanding of critical ... more In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally s...
This study speaks to the limited literature on economics way that preservice teachers in an urban... more This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies educa...
INTRODUCTION Curriculum represents the knowledge that we want students to know. Goodlad and Su (1... more INTRODUCTION Curriculum represents the knowledge that we want students to know. Goodlad and Su (1992) define curriculum as a tool that aims to bring about behavior changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school. In 2009, the Common Core State Standards (Common Core) were established to define what students should know and be able to do in mathematics and English language arts--in other words, what should be covered in the curriculum. Unfortunately, the imposition of reform efforts such as No Child Left Behind and now the Common Core which promote increased educational time in math and reading have pushed civic education into a tenuous position in American public schools (Kahne & Middaugh, 2008). While an emphasis on reading and mathematics is commendable, civics education is and continues to be in a state of disrepair (Fleming, 2011). To address this situation, the National Council for the Social Studies published the College, Career & Civic Life (C3) Framework to provide a voice for social studies that had not been addressed in the Common Core. The C3 Framework combines both college and career readiness with a third critical element: preparation for civic life. Along with the new C3 Standards, recent civics education research calls for new and active approaches to civic education (CIRCLE, 2013; ECS, 2013; Levine, 2012; Levinson, 2012b). These approaches should include discussion of controversial issues and current events, deliberation of public issues, service-learning, action civics, participation in simulation and role play, and the use of digital technologies (Kahne, Ullman, & Middaugh, 2012; Levine, 2013; Levinson, 2012a, 2012b; Saavedra, 2012; Youniss, 2012). In 2008, Justice Sandra Day O'Connor set out to reinvigorate civics educations and empower today's youth through the creation of iCivics. Based on research about digital gaming simulations and best practices in civics education, iCivics was developed as a free, web-based, civics education experience focused around digital games (Gee, 2008; Gee & Hayes, 2011; Prensky, 2007). iCivics allows students and teachers to choose games that fit their curricular focus such as branches of government, powers and processes of government, rights and responsibilities of citizenship, or civic participation. The iCivics website seeks to support teachers by offering curriculum units and interactive tools to enhance the games and their own instruction. The games and supplemental curriculum are aligned with both state and the ELA Common Core; however, the website does not yet provide alignment with the new C3 Framework (iCivics, 2013; NCSS, 2013). As digital natives, American youth are particularly bound to technology, including video games (Lenhart et al., 2008). It is rare to find a teenage student who does not Facebook, tweet, or text message. As such, educators now recognize the significance of technology in the development of citizenship orientations (Diem, 2008). The question is how do we determine the quality and impact of online educational experiences? As educators, we must be thoughtful about the use of technology and ensure it adds value to the curriculum. We must ensure that students are effectively prepared to be active and engaged citizens of the 21st century and determine if an on-line curriculum has the propensity to help fulfill that goal. In this article, we explore how iCivics games might be used as a tool for high quality civics education using the new C3 Framework. In the following sections, we provide an overview of relevant research related to citizenship education and online gaming, outline a framework of analysis and describe our methodology, and finally, present the findings and discuss implications for citizenship education in America. REVIEW OF LITERATURE Educating knowledgeable and engaged citizens is a historic goal of public education. …
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