This article draws from a year-long ethnographic study documenting the use of comics in a school. Focusing on literacy work in a social studies classroom, it documents how comics were welcomed into and challenged classroom spaces. Comics were introduced, read, and engaged with collaboratively. While comics were able to support strategic practices,…

In this article the author aims to broaden the conception of critical pedagogy, while maintaining its defining features, which make it an educational practice distinct from traditional approaches. The author illustrates how critical pedagogy might be made a more broadly embraced practice by teachers and advance its affects on individuals, schools,…

In this article, the author responds to the comments made by Robert Bain and Jesus Garcia to his article entitled "Reinventing Social Studies." He says instead of discussing his suggested solutions to the problem, Bain tells everyone that there are and have been no problems in social studies education, that American citizens are well prepared, and…

The history of social studies in the twentieth century is the story of a field of study not yet coming of age. As is true in most emerging fields, the first one hundred years of social studies has been marked by confusion, competing visions, inconsistency, incoherence, and intolerance. Many have considered the social studies' first century as…

Reprinted from the New York University Education Quarterly, Fall, 1972, the article is followed by the reactions of Larry Cuban, author, of To Make A Difference: Teaching in the Inner City'' and other works. (JB)

Common threads running through the social studies curriculum reform recommendations include the following: (1) the study of democratic beliefs; (2) student civic participation; (3) the study of modern issues that call for global interactive connections; and (4) restructuring survey courses to avoid repetition and add depth. (MLF)

For years many from the Left have been calling for educational reform, pointing out the shortcomings of public schooling for its antidemocratic structures and policies, irrelevant and sometimes racist curriculum, and myriad other faults. And social studies teachers and curriculum developers have borne the brunt of much of these criticisms. Now the…

In this article, the author discusses viewpoints on civic education reforms postulated in "Where Did Social Studies Go Wrong?," a book published by the Thomas B. Fordham Institute. The book begins with a legitimate concern about the need to educate youth to care about political life; a noble mission, dating at least to the Greeks.…

Responds to critiques of the National Commission for Social Studies in the Schools' curriculum report, "Charting A Course: Social Studies for the 21st Century" (Social Education, Nov-Dec, 1990). Contends that the guideline provides for citizenship education, disciplined knowledge, and reflective education. Argues that the debate…

In this article, the author discusses the contradictory goals of several groups and individuals that are waging war against social studies and the historians' attitudes in response to this war. He stresses that he is not claiming that these "strange bedfellows," as he comes to call them, that are attacking social studies are working in…

Argues that the national standards movement is predicated on the notion that teachers are stupid. Criticizes the standards as being unworkable, often irrelevant, and emphasizing low-level data and memorization. Claims the standards are doomed to fail because they attempt to "teacher proof" the "right" information.(MJP)