Elizabeth E. Heilman

The Struggle for Self: Power and Identity in Adolescent Girls.

This article reviews theories of identity formation ranging from the classic work of E. H Erikson to postmodern and feminist theories, and it incorporates qualitative research to examine the particular difficulties adolescent girls face in forming confident and powerful adult identities. Social/economic status identity, body image identity, the effects of the mass media, and the declining influence of family and community are discussed. The article concludes by suggesting that schools can potentially serve as sites for deconstructing these complex issues.

Social studies and diversity education : what we do and why we do it

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices

Teacher Education, Pro-Market Policy and Advocacy Research

Across a wide variety of fields, research has long been promoted as a useful tool in helping policy-makers devise and enact policy. In the United States, the recently enacted federal No Child Left Behind Act specifically requires the use of high-quality research in education policy-making. In this rush to emphasize research, policy-makers have over-looked a number of important considerations, including issues related to research methodologies and structures (qualitative versus quantitative, descriptive versus analytic, etc.), and ethical issues around the use, design, and funding of research studies. Policies justified by research funded, conducted and published by pro-market advocates who bypass traditionally accepted norms for completing and applying research is of particular concern. The present paper examines these three critical issues, as well as their impact on teacher education and teacher educators. Additionally, the larger role of pro-market advocacy organizations is examined, as well as the response, or lack thereof, by the education establishment. Teacher educators must actively and effectively engage in this debate if they wish to retain control of their profession and continue to promote policy based on ethically sound and methodologically appropriate research conducted in the public interest.

When Going Right Is Going Wrong: Education for Critical Democratic Patriotism

THE SOCIAL STUDIES ational pride and patriotism are not and should not be the preserve of the American Right. In The Lost Promise of Patriotism, Jonathan M. Hansen (2003) recalls a group of early-twentiethcentury “cosmopolitan patriots,” including John Dewey, Randolph Bourne, Jane Addams, and others, who thought the potential of American civic identity could be realized by rethinking liberalism and its links with acquisitive individualism, laissez-faire economics, Anglo ethnocentrism, and bullying overseas expansion. These “cosmopolitan patriots” instead worried about the illiberal outcomes of a corporate-industrial order, embraced social democracy, fought to bridge the chasm between classes and expand cultural diversity, and opposed the worst excesses of intervention abroad. Such American progressives sought a social solidarity based on democratic social reciprocity and civic deliberation involving all citizens while embracing all newcomers as citizens-in-themaking. They envisioned the schools as a crucible to forge democratic community and to prepare Americans for civic deliberation. It is a radical leap in time and mindset— and in pessimism—to the contemporary complaint and jeremiad offered by the Thomas B. Fordham Institute in Where Did Social Studies Go Wrong? edited by James Leming, Lucien Ellington, and Kathleen Porter-Magee (2003). In their concern that the schools must work to deepen the understanding of American history and prepare young Americans for national defense, they worry that “lunatics” now control “the asylum,” and the schools are capable of educating only civic “idiots.” Jonathan Burack, in his essay “The Student, the World, and Global Education Ideology,” perhaps goes furthest, lamenting the influence of an anti-American ideology spread from colleges of education to the schools that is “deeply suspicious of America’s institutions, values, and role in the world,” opposes American “exceptionalism,” and is aimed at “instilling indifference to any patriotic appeal at all” (2003, 40–69). The role of schools in creating “knowledgeable and patriotic citizens,” the Fordham Institute asserts, is the vision of America put forward by the contemporary Right—respectful of (carefully selected) traditions, the market, cultural homogeneity, and righteous interventionism. Students, they say, should study an American history that emphasizes “true heroes of the American story.” They should learn about the extraordinary achievements of the American political system. They should be free of exposure to the darker side of American history. They should sidestep irrelevant emphases on multicultural differences. Above all, they should be freed from the alleged globalist influence in social studies curricula, which, in its emphases on multicultural celebration, cultural relativism, and “transnational progressivism,” aims at substituting another set of loyalties for those of American patriotic pride. In our article, we seek to counter that ideological foolishness, acknowledging some claims in common with conservatives about contemporary education and about some tendencies in multicultural and global education but identifying the shoddy character of the conservative critique. Nowhere is it clear that global education has the extensive influence and shapes what goes on in the schools, as conservatives claim. We seek also to sharply differentiate between education for what Burack calls “patriotic pride” and what we call “critical democratic patriotism.” It is a mistake to assert that educating students for patriotism disallows critical stances toward American history and policy. American history has been no straight-line story of Whiggish When Going Right Is Going Wrong: Education for Critical Democratic Patriotism

Understanding and teaching core democratic concepts

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices

Current events and controversial issues: Introduction

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices

Instruction and curriculum design: Introduction

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices

Introduction: How to use this book

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices

Local and global communities and economies: Introduction

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices

Perspective consciousness about identity, power, and culture: Introduction

Foreword: Contribution to Teacher Education, Marilyn Cochran-Smith Foreword: Contribution to Social Studies, Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy, Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Section 2: Democratic Values and Government Section 3: Evidence and Interpretation in History Section 4: History in Social Context Section 5: Perspective Consciousness about Identity, Power and Culture Section 6: Local and Global Communities and Economies Section 7: Current Events and Controversies Section 8: Using a Range of Resources Section 9: Instruction and Designing Curriculum Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Appendices