Through an analysis of activities called for in social studies texts at three grade levels, the author critically examines the links between children's improvisational performance and social studies curricula. He asks: What is unique about the process of embodying a historical or contemporary character as part of the learning process (such as a…

This case study examined how Singapore adolescents from different socio-economic, academic, and racial backgrounds positioned themselves as citizens within a highly-regulated, centralized educational context. Through interviews, classroom observations, and the author investigated students' conceptions of citizenship and their perspectives of the…

Reviews findings on early political learning in U.S. elementary and secondary schools. Identifies counterproductive practices and presents alternatives which might better prepare students for responsible and competent participation in democratic society. (JDH)

Evaluates the "expanding environments" approach to social studies education. Argues that the sequence fails to portray the political environment realistically. Suggests an alternative approach that would bring all political organization levels together at each grade level. Concludes that such an approach would give students a more…

Discusses possible social meanings of social studies knowledge. Argues that a major social function of the information in social studies textbooks is to provide formal justification for and legitimation of ongoing institutional practices. (Author)

Proposes that educators abandon the Educational Psychology Paradigm which regards human behavior as phenomena without purpose and explore the Social Paradigm which studies people as human beings. Four basic features of the Social Paradigm are explored and, their meaning for an ethical approach to an educator's professional life are appraised. (RM)

Reacts to an article by Jean Anyon (in Theory and Research in Social Education; Sep 1978 p40-55) by reiterating his definition and use of the word "mindlessness" in his National Council for the Social Studies presidential address (Social Education; Apr 1977 p300-06), and reemphasizes the point of that address. (CK)

Implying that the school is not hospitable to open inquiry, the findings of this study suggest that some of the difficulties that confront attempts to implement a curriculum based on "the new social studies," particularly with respect to nationalistic instruction. (JH)

Tests a model which relates student political attitudes to the degree of participation in extracurricular activities. Subjects were 3,087 high school students. Findings showed that political attitudes are predictors of participation in the political arena in high schools. (AM)

Discusses the sociopolitical function of the school, shows how that is accomplished in the classroom, and explains that present practice supports student alienation. Recommends an alternative set of values and social processes for use in the social studies promoting equality, community, and humanistic social interaction. (CK)

Discusses analysis of the content of children's books to determine the extent to which main and secondary characters demonstrate active participation in politics and make realistic decisions. The purpose is to identify potential sources of political socialization and citizenship education. (Author/KC)

Presents study results exploring the potential of a civics curriculum in developing a willingness to acknowledge the civil liberties of unpopular groups. Includes an overview of research on political tolerance and literature focusing on the shortcomings of traditional civics curricula. Argues that adolescence is an ideal period for teaching issues…

Assesses the role played by revisionists in development of the social studies curriculum and reviews a movement in which revisionists consistently attempted to promote citizenship education through the problems of democracy course offered in high schools throughout the United States from 1916 to 1970. (Author/DB)

Examines teacher education policy development in China in light of changes in China's political and social goals following the death of Mao Tse-tung in 1976. China's most important current goal is to become a modernized nation by the year 2000. Challenges and opportunities of teacher education with regard to this goal are discussed. (DB)

Examines the contributions of the "Frankfurt School" members to the development of critical theories of social education in the United States. Drawing from their sociohistorical analyses, Horkheimer, Marcuse, and Adorno theorized that the dominance of scientific, rational thought in the twentieth century was leading to highly technological,…