Making citizens: Transforming civic learning for diverse social studies classrooms

Making Citizens: Transforming Civic Learning for Diverse Social Studies Classrooms

Volumn , Issue , 2012, Pages 1-154

  Rubin, Beth C ^a  

^a RUTGERS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909181551     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203813089     Document Type: Book

References (114)

1. Abu El-Haj, T. R. (2009a). Becoming citizens in an era of globalization and transnational migration: Re-imagining citizenship as critical practice. Theory into Practice, 48(4), 282.
2. Abu El-Haj, T. R. (2009b). Imagining post nationalism: Arts, citizenship education, and Arab American youth. Anthropology and Education Quarterly, 40(1), 1—19.
3. Adler, S. (1991). The education of social studies teachers. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning. New York: Macmillan.
4. Andolina, M. W., Jenkins, K., Zuka, C., & Keeter, S. (2003). Habits from home, lessons from school: Influences on youth civic engagement. PS: Political Science and Politics, 36(2), 280.
5. Arizona Daily Star. (2010, May 12). TUSD students protest visit by Tom Home. Video. Retrieved from http://azstamet.eom/news/local/article_5f222a2e-5df6-lldf-a8d8-00Icc4c03286.html?mode=video.
6. Atherton, H. (2000). We the people… Project Citizen. In S. Mann & J. Patrick (Eds.), Education for civic engagement in democracy (pp. 93—102). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
7. Bader, L., & Pearce, D. (1983). Writing across the curriculum 7—12. English Education, 15(2), 105.
8. Battisoni, R. (1997). Service learning and democratic citizenship. Theory Into Practice, 36(3), 150-156.
9. Berg, M. J. (2004). Education and advocacy: Improving teaching and learning through student participatory action research. Practicing Anthropology, 26(2), 20—24.
10. Beyer, B. (1982). Using writing to learn social studies. Social Studies, 73(3), 100—105.
11. Bingham, A., & Christie, P. (2004). Youth action research in violence prevention: The youth survey project. Practicing Anthropology, 26(2), 35—39.
12. Bloom, L., & Ochoa, A. (1996). Responding to gender equity in the social studies curriculum. In B. G. Massialas & R. F. Allen (Eds.), Crucial issues in teaching social studies: K-12. New York: Wadsworth Publishing.
13. Butts, R. F. (1988). The morality of democratic citizenship: Goals for civic education in the republic’s third century. Center for Civic Education, Calabasas, CA. Retrieved from http://www.civiced.org/papers/morality/morality_toc.html.
14. Cahill, C. (2007). Doing research with young people: Participatory research and the rituals of collective work. Children’s Geographies, 5(3), 297—312.
15. Cammarota, J., & Romero, A. F. (2009). A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research. New Directions for Youth Development, 123, 53—65.
16. Carnegie Corporation and CIRCLE. (2003). The civic mission of schools report. New York: Carnegie Corporation and CIRCLE.
17. Caron, E. (2004). The impact of a methods course on teaching practices: Implementing issues-centered teaching in the social studies classroom. Journal of Social Studies Research, 28(2), 4-19.
18. Center for Civic Education. (2009). Project Citizen overview. Calabasas, CA: Center for Civic Education. Retrieved from http://new.civiced.org/programs/project-citizen.
19. Center for Information and Research on Civic Learning and Engagement (CIRCLE). (2006). Civic and political health of the nation report. New York: CIRCLE.
20. Cervone, B. (1983). Students’ attitudes toward studying history. The Clearing House, 57, 163-166.
21. Chapman, C. (1997). Student interest in national news and its relation to school courses (pp. 1—9). National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs97/97970.pdf.
22. Cheney, L. (1994, Oct. 20). The end of history. The Wall Street Journal
23. Chilcoat, G. W., & Ligon, J. A. (2001). Discussion as a means for transformative change: Social studies lessons from the Mississippi Freedom Schools. The Social Studies, September/October, 213—219.
24. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9—13.
25. Common Core State Standards Initiative, (n.d.). Retrieved from http://www.core standards.org/the-standards/english-language-arts-standards.
26. Connor, M. (1997). Teaching United States History thematically. Social Education, 61(4), 203-204.
27. Cook, A., & Tashlik, P. (2004). Talk, talk, talk: Discussion-based classrooms. New York: Teachers College Press.
28. Cooper, E. (2005). What do we know about out-of-school youths? How participatory action research can work for young refugees in camps. Compare, 35(4), 463—477.
29. Davis, O. L. (2005). Where is the Iraq War in the curriculum this year? Or is it missing? Journal of Curriculum and Supervision, 20(3), 183—187.
30. Degler, C. (1987). In pursuit of an American history. American Historical Review, 12.
31. Dewey, J. (1938). Experience and education. New York: Macmillan.
32. Dillon, J. T. (1994). Using discussion in classrooms. Bristol, PA: Open University Press.
33. Education World. (2010). Twenty-five great ideas for teaching current events. Retrieved from http://www.educationworld.com/a_lesson/lesson/lesson072.shtml.
34. Elbow, P. (1973). Writing without teachers. London: Oxford.
35. Engle, S. (1996). Foreword. In R. Evans & D.W. Saxe (Eds.), Handbook on teaching social issues (pp. v—viii). Washington, DC: National Council for the Social Studies.
36. Evans, R., & Saxe, D. W. (Eds.). (1996). Handbook on teaching social issues. Washington, DC: National Council for the Social Studies.
37. Feldman, S. (2004). The real world. Teaching PreK-8, 6.
38. Fine, M., Torre, M., Bums, A., & Payne, Y. (2007). Youth research/participatory methods for reform. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary schools. Dordrecht, The Netherlands: Kluwer Academic Publishers.
39. Flinders, D. J. (2006). We can and should teach the war in Iraq. Education Digest, 71(3), 8-12.
40. Freire, P. (1970). The pedagogy of the oppressed. New York: Continuum.
41. Garrison, J. (2006, August 26). Retaliation alleged for teaching on Iraq war. The Los Angeles Times. Retrieved from http://articles.latimes.com/2006/aug/26/local/me-recruit26.
42. Gitlin, T. (1996). Twilight of common dreams. New York: Henry Holt & Company, Inc.
43. Goggin, W. (1985). Writing to learn: A message for history and social studies teachers. The Social Studies, 76(4), 170—173.
44. Goodlad, J. (1983). Study of schoolings: Some findings and hypotheses. Phi Delta Kappan, 64(7), 465-470.
45. Greeno, J., & MMAP (1998). The situativity of knowing, learning and research. American Psychologist, 53(1), 5-26.
46. Grinberg, E. (2010, May 22). Texas OKs school guidelines after ideological debate. CNN. Retrieved from http://www.cnn.com/2010/US/05/21/texas.textbook.vote.
47. Gross, R. E. (1952). What’s wrong with American history? Social Education, 16, 157—161.
48. Haas, M., & Laughlin, M. (2000). Teaching current events: Its status in social studies today. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
49. Hahn, C. L. (1996). Research on issues-centered social studies. In R. W. Evans & Warren Saxe (Eds.), Handbook on teaching social issues (pp. 25—41). Washington, DC: National Council for the Social Studies.
50. Hess, D. E. (2004). Discussion in social studies: Is it worth the trouble? Social Education, March, 152.
51. Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.
52. Hess, D., & Posselt, J. (2002). How students experience and learn from the discussion of controversial public issues. Journal of Curriculum and Supervision, 17(4), 283—314.
53. Kahne, J., & Middaugh, E. (2008). Democracy for some: The civic opportunity gap in high school. Center for Information and Research on Civic Learning and Engagement. Retrieved from http://www.civicyouth.org.
54. Kahne, J., & Sporte, S. (2008). Developing citizens: The impact of civic learning opportunities on students’ commitment to civic participation. American Educational Research Journal, 45, 738—776.
55. Kahne, J., & Westheimer, J. (2003). Teaching democracy: What schools need to do. Phi Delta Kappan, 55(1), 34—66.
56. Kaplan, J. (2002). John Dewey at the beach. Kappa Delta Pi Record, 38(4), 156—159.
57. Kelly, A. (2003). Research as design. Educational Researcher, 32(1), 3—4.
58. Knight Abowitz, K., & Hamish, J. (2006). Contemporary discourses of citizenship. Review of Educational Research, 76(4), 653—690.
59. Larson, B. E. (1999). Influences on social studies teachers’ use of classroom discussion. The Social Studies, 73(3), 125-132.
60. Larson, B. E., & Parker, W. C. (1996). What is classroom discussion? A look at teachers’ conceptions. Journal of Curriculum and Supervision, 11(2), 110—126.
61. Lattimer, H. (2008). Challenging history: Essential questions in the social studies classroom. Social Education, 72(6), 326—329.
62. Lave, J. (1993). Situating learning in communities of practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63—85). Washington, DC: American Psychological Association.
63. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
64. Levinson, M. (2007). The civic achievement gap. CIRCLE Working Paper 51.
65. Libresco, A. (2002). Current events matters for elementary school students and teachers. Social Science Docket, Summer—Fall, 69—70.
66. Lintner, T. (2006). Hurricanes and tsunamis: Teaching about natural disasters and civic responsibility in elementary classrooms. The Social Studies, May/June, 101—104.
67. Maglajlic, R. A., & Right to Know Participatory Action Research United Nations Children’s Fund Bosnia and Herzegovina Team. (2004). Child Care in Practice, 10(2), 127-139.
68. McIntyre, A. (2000). Constructing meaning about violence, school, and community: Participatory action research with urban youth. The Urban Review, 32(2), 123—154.
69. McKinley Jr., J. C. (2010, March 12). Texas conservatives win curriculum change. New York Times. Retrieved from http://www.nytimes.com/2010/03/13/education/13texas. html?n=Top%2fReference%2fTimes%20Topics%2fOrganizations%2fB%2fBoard%20of %20Education.
70. Mitsakos, C., & Ackerman, A. (2009). Teaching social studies as a subversive activity. Social Education, 73(1), 40—42.
71. Morrell, E. (2004). Becoming critical researchers: Literacy and empowerment for urban youth. New York: Peter Lang.
72. National Alliance for Civic Education, (n.d.). The importance of civic education. Retrieved from http://www.cived.net/tioce.html.
73. National Council for the Social Studies (NCSS). (2009). National curriculum standards for social studies. Retrieved from http://www.socialstudies.org/standards/introduction.
74. Nelson, M. (1994). The social studies in secondary education: A reprint of the seminal 1916 report with annotations and commentaries. Bloomington, Indiana: ERIC Clearinghouse for Social Studies/Social Science Education.
75. New York Times. (2010, May 13). Citing individualism, Arizona tries to rein in ethnic studies in school. Retrieved from http://www.nytimes.com/2010/05/14/education/14 arizona.html?scp=2&sq=arizona%20%22ethnic%20studies%22&st=cse.
76. Nystrand, M., Gamoran, A., & Carbonaro, W. (1998). Towards an ecology of learning: The case of classroom discourse and its effects on writing in high school English and social studies (pp. 1—27). CELA Research Report, Series 11001. New York: National Center on English Learning and Achievement, University of Albany, SUNY.
77. Okolo, C., Ferretti, R., & MacArthur, C. (2007) Talking about history: Discussions in a middle school inclusive classroom. Journal of Living Disabilities, 40(20), 154—165.
78. Owens, D. C., & Jones, K. T. (2004). Adapting the youth participatory action research model to serve LBGTQ youth of color. Practicing Anthropology, 26(2), 25—29.
79. Park, P. (1993). What is participatory research? A theoretical and methodological perspective. In P. Park, M. Brydon-Miller, B. Hall, & T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada (pp. 1—19). Westport, CT: Bergin & Garvey.
80. Parker, W. C., & Hess, D. (2001). Teaching with and for discussion. Teaching and Teacher Education, 17, 273—289.
81. Passe, J., & Evans, R. (1996). Discussion methods in an issue-centered curriculum. In R. W. Evans & D. Warren Saxe (Eds.), Handbook on teaching social issues (pp. 81—88). Washington, DC: National Council for the Social Studies.
82. Pescatore, C. (2007). Current events as empowering literacy: For English and social studies teachers. Journal of Adolescent and Adult Literacy, 51(4), 326—339.
83. Peterson, M. D. (1960). The Jefferson image in the American mind. New York: Oxford University Press.
84. Powers, J. L., & Tiffany, J. S. (2006). Engaging youth in participatory research and evaluation. Journal of Public Health Management Practice, November supplement, S79—S87.
85. Root, S., & Northup, J. (2007). Project Citizen evaluation report. Denver, CO: RMC Research Corporation.
86. Rubin, B. (2007). “There’s still not justice”: Youth civic identity development amid distinct school and community contexts. Teachers College Record, 109(2), 449—481.
87. Rubin, B. C., & Hayes, B. (2010). “No backpacks” vs. “Drugs and murder”: The promise and complexity of youth civic action research. Harvard Educational Review, 80(3), 149-175.
88. Rubin, B. C., Hayes, B., & Benson, K. (2009). “It’s the worst place to live”: Urban youth and the challenge of school-based civic learning. Theory into Practice, 48(3), 213—221.
89. Rubin, B. C., & Jones, M. (2007). Student action research: Reaping the benefits for students and school leaders. National Association of Secondary School Principals Bulletin, 91(4), 363-378.
90. Sabo, K. (2003). Editor’s notes. New Directions for Evaluation, 98, 1—11.
91. Schensul, S. L., LoBianco, L., & Lombardo, C. (2004). Youth participatory action research (Youth PAR) in public schools: Opportunities and challenges in an inner-city high school. Practicing Anthropology, 26(2), 10—14.
92. Schultz, B. (2008) Spectacular things happen along the way. New York: TC Press.
93. Sharp, K. (2009). A survey of Appalachian middle and high school teacher perceptions of controversial current events instruction. Paper presented at the annual meeting of The National Council for the Social Studies, Atlanta, GA.
94. Singleton, L. R., & Giese, J. R. (1996). Preparing citizens to participate in democratic discourse: The public issues model. In R.W. Evans & D. Warren Saxe (Eds.), Handbook on teaching social issues (pp. 59—65). Washington, DC: National Council for the Social Studies.
95. Soule, S. (2006). A campaign to promote civic education: A model of how to get education for democracy back into U.S. classrooms in all fifty states. Paper presented at the International Conference on School Reform: Research and Practice, Vancouver, December 13—14.
96. Stotsky, S. (1990). Connecting reading and writing to civic education. Educational Leadership, 47, 72—73.
97. Stoudt, B. (2009). The role of language & discourse in the investigation of privilege: Using Participatory Action Research to discuss theory, develop methodology, and interrupt power. The Urban Review, 41(1), 7—28.
98. Sumrall, W., & Schillinger, D. N. (2004). A student-directed model for designing a science/social studies curriculum. The Social Studies, Jan/Feb, 5—10.
99. Sydlo, S. J., Schensul, J. J., Owens, D. C., Brase, M. K., Wiley, K. N., Berg, M. J., Baez, E., & Schensul, D. (2004). Participatory action research curriculum for empowering youth. Hartford, CT: The Institute for Community Research.
100. Torney-Purta, J., & Wilkenfeld, B. (2009). Paths to 21st century competencies through civic education. Chicago, IL: American Bar Association Division for Public Education.
101. Torre, M. (2009). Participatory action research and critical race theory: Fueling spaces for nos-otras to research. The Urban Review, 41(1), 106—120.
102. Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse. Educational Leadership, September, 26—29.
103. Tuck, E. (2009). Re-visioning action: Participatory action research and indigenous theories of change. The Urban Review, 41(1), 47—65.
104. Turner, T. (1995). Riding the rapids of current events! Social Studies, 86(3), 117.
105. Wadsworth, Y. (1998). What is participatory action research? Action Research International, Paper 2. Retrieved from http://www.scu.edu.au/schools/gcm/ar/ari/p-ywadsworth98.html.
106. Watts, R., Griffith, D., & Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression—theory and action. American Journal of Community Psychology, 27(2), 255-271.
107. Weiss, I. R. (1978). Report of the 1911 National Survey of Science, Mathematics, and Social Studies Education. Research Triangle Park, NC: Center for Educational Research and Evaluation.
108. White, R. (1995). How thematic teaching can transform history instruction. The Clearing House, 63(3), 160-162.
109. Whitehouse, J. A. (2008). Discussion with a difference: Questions and cooperative learning. Ethos, 16(1), 11-15.
110. Wiggins, G., & McTighe, J. (1998). Understanding by design. Upper Saddle River, NJ: Prentice-Hall, Inc.
111. Wilen, W. W. (2003). Conducting effective issue based discussions in social studies classrooms. International Journal of Social Education, 18(1), 99—110.
112. Wolk, S. (2003). Teaching for critical literacy in social studies. Social Studies. 94(3), 101—106.
113. Yilmaz, K. (2007). Historical empathy and its implications for classroom practices in schools. History Teacher, 40(3), 331—337.
114. Zukin, C., Keeter, S., Andolina, M., Jenkins, K., & Delli Carpini, M. (2006). A new engagement? Political participation, civic life, and the changing American citizen. New York: Oxford University Press.