Description
Book SynopsisKeywords in the Social Studies takes words commonly used in social studies education and unsettles them in ways that will redefine the field for years to come. Throughout the book, leading and emerging scholars in social studies education experiment with keywords central to the field seen as either taken for granted (such as family and technology) or perennially contested (such as terrorism and freedom), offering readers new positions, approaches, and orientations to what is possible to teach in the social studies. Focusing on democratic ways of living and being in the world as citizens, this innovative collection offers chapters organized around twenty-six keywords and ten invited responses to survey the unsettled terrain we call the social studies. Each chapter attends to a specific keyword selected for both its contemporary applicability to different aspects of K12 social studies education and to its dominant presence in the curriculum thought that structures soci
Trade Review
“This collection of essays presents a rousing intellectual exercise to all who care about ‘why teach this rather than that’ in social studies. The approach is refreshingly comprehensive in an era when social studies is often reduced to just a few academic disciplines.”—Stephen J. Thornton, Professor of Social Studies Education, University of South Florida; Author of Teaching Social Studies That Matters: Curriculum for Active Learning
“By calling attention to the fluidity of concepts that have long defined the social studies, the authors in Keywords in the Social Studies remind us that concept labels have consequences that should unsettle us all. Each chapter builds the case for analyzing these consequences in community—honoring local as well as disciplinary knowledge, inviting teachers and students to interrogate received wisdom, to anticipate new and unsettling ways to understand the world, and to engage with content significant enough to deserve such attention.”—Linda S. Levstik, Professor Emeritus of Social Studies/Humanities Education, University of Kentucky; Co-author of Teaching History for the Common Good and Doing History: Investigating with Children in Elementary and Middle Schools
“Keywords in the Social Studies is an excellent resource for educators looking to nuance their understanding of tough and complicated social studies concepts. I highly recommend this book as a salient resource in professional libraries across the country.”—LaGarrett J. King, Assistant Professor of Social Studies Education, University of Missouri-Columbia; Founding Director of the CARTER Center for K–12 Black History Education Research, Teaching, and Curriculum
Table of Contents
List of Tables – Acknowledgments – Anne-Lise Halvorsen: Foreword: Innovations in Knowledge Construction – Mark Helmsing/Daniel G. Krutka/Annie McMahon Whitlock: Introduction: Unsettling the Social Studies – Sarah B. Shear/Christine R. Stanton: Indigenous – Tommy Ender: Ethnic – Amanda E. Vickery/Delandrea Hall: Spilling the Lemonade in Social Studies: A Response to the Culture Section – Mark Helmsing/Annie McMahon Whitlock: Time – Gabriel A. Reich: Not So Fast!: A Response to the Time, Continuity, and Change Section – Sajani Jinny Menon/Muna Saleh: Borders – Jodi Latremouille: Environment – Gabriel P. Swarts: Home – Whitney G. Blankenship: Place – Stacey L. Kerr: Space – Jason Harshman: Between There and Here: A Response to the People, Places, and Environments Section – Megan List: Gender – Kristen E. Duncan: Race – Daniel T. Bordwell/Ryan D. Oto/J.B. Mayo, Jr.: Sexuality – Ashley N. Woodson: On and On: A Response to the Individual Development and Identity Section – Erik Jon Byker, Amy J. Good, and Nakeshia N. Williams: Community – Erin C. Adams: Family – Colleen Fitzpatrick/Stephanie Van Hover: Religion – Sara A. Levy: Embracing Complexity in the Social Studies: A Response to the Individuals, Groups, and Institutions Section – Jane C. Lo/Amanda Geiger: Democracy – Eli Kean/Jeffrey Craig: Freedom – Wayne Journell: Terrorism – Cathryn van Kessel: Passwords to Citizenship?: A Response to the Power, Authority, and Governance Section – Kim Pennington: Consumption – E. Wayne Ross: Class – Matthew T. Missias/Kristy Brugar: Entrepreneurship – Mary Beth Henning: How Should We Teach the Children?: A Response to the Production, Distribution, and Consumption Section – Daniel G. Krutka: Technology – Lance E. Mason: Media – Scott Alan Metzger: Cyber Salvation and the Necessity of Questioning: A Response to the Science, Technology, and Society Section – Kenneth T. Carano/Robert W. Bailey: Global – Dilys Schoorman/Rina Bousalis: Immigration – Cinthia Salinas/Melissa Rojas Williams: Crossing/Erasing Borders: A Response to the Global Connections Section –Rory P. Tannebaum: Discourse – Sarah E. Stanlick: Citizenship – Beth C. Rubin: Teaching Civics Amid New Discourses of Citizenship: A Response to the Civic Ideals and Practices Section – Walter C. Parker: Afterword: Keywords, Windows, and Content Selection – Contributors.
