University of British Columbia

Faculty of Education
Department of Curriculum and Pedagogy

Contemporary Issues in Social Studies Education: Secondary

Winter Term 1
September 2014
3 Credits

EDCP 333 (301) Monday 4:30 - 7:30 PM (Scarfe 201)

EDCP 333 (302) Wednesday 4:30 - 7:30PM (Scarfe 207)

Professor: E. Wayne Ross, Ph.D.

Office: Scarfe 2301
Office Hours: by appointment
Telephone: 604-822-2830
E-mail: wayne.ross@ubc.ca
Course blog: http://blogs.ubc.ca/ssed317/
Web site: http://ewayneross.net

COURSE NOTES

Course Rationale
A course examining issues in social studies curriculum should be a space in which educational theory is
combined with sound classroom practice. Yet, any break between the practical and the philosophical
seems to be illogical. Pursuit of the practical makes sense only as it is done within the context of clearly
justified purpose. By the same token, theoretical discourse on education will likely be meaningful only as it
relates to what you will do as a teacher—which means primarily relating to and working with youth in the
context of schools.

We will attempt to blend these two dimensions in the hope that you will complete the course knowing a bit
more clearly what you want to do as a social studies teacher, why you want to do it, and how you might
go about achieving what you have in mind. At another level we should begin to reconsider what we want
to be as human beings, why we want to be that way, and how we can relate to other people in ways that
are consistent with our values and goals.

The heart of our study should include a cluster of basic, persistent questions to which all teachers should
constantly address themselves. Consider:

"What knowledge is of most worth?"

"What should be the basic goals of education? Of social studies?"
"What are my goals as a teacher? How do they relate to the goals identified above?"
"What role(s) do I expect students to assume in my social studies classes?"
"What should be the role of content in social studies classes?"
"What assumptions do I make about the nature of learning and the nature of thinking? Are they
valid? What are the implications of these assumptions for my teaching? For my relations
with students?"
"What assumptions do I make about the nature of teaching and schooling? Are they valid? Why?
What are the implications of these assumptions for my teaching? For my relations with
students, colleagues and others?
"What should be the role of the community in the teaching of social studies?"
“How can teaching and learning in schools contribute to making the world a better place (e.g., a
more just, equitable, caring, and democratic world)?
“How can I keep my ideals and still teach?”

 
 If we can persistently raise questions of this type and launch a serious search for answers to them, our
time together promises to be profitable. Not that firm and unchangeable answers will emerge during the
term. They won't—and shouldn't. If we bring final and absolute closure to such questions, we wither
intellectually and dry up as teachers. Yet, you as a teacher will make countless teaching/human
decisions, often at a split second's notice. Ideally those decisions will be based upon your best thinking
and the best evidence available when the point of decision arrives. Grappling with the various dimensions
of questions such as these should be the primary focus of our time together this term. Activities for the
course have been selected for their value in helping us to address these questions. I hope that each of
us—myself included—will emerge at the completion of our study with a clearer picture of where we are
going and why we are going there (our purposes), and with increased understanding of how our goals
might be achieved (methods and content).

Responsibilities
In order to achieve the expectations, it seems to me that we are obligated to share a number of
responsibilities. I am responsible in large measure for making the course a viable, interesting and a
worthwhile experience. You in turn are responsible for helping achieve these goals. I don't want to bore
you. At the same time I don't want to be bored. You must not only feel free to discuss issues and ideas
dealt with in class—you must do it if our dialogue is to have the desired payoff. I am assuming that all
class sessions, group meetings, conferences, etc. will be worthwhile and that you will attend. Attendance
at all sessions is required and promptness is expected. Lack of professional behavior regarding
attendance and other matters may result in academic failure.

I am also assuming that you will read the books, articles, chapters as assigned and that it makes sense to
do so. I hope that you will extend far beyond the recommended reading, however, in search of answers to
questions you have about teaching social studies. In the final analysis your responsibilities, as I view
them, are not to me, but to yourselves, to other members of the class, and to your students.

More specifically, you'll be expected to:

1. Complete all of the reading assigned during the semester.

2. Satisfactorily complete all assignments and submit them on the date due.

3. Participate actively, constructively, collaboratively in class discussion and activities.

4. Attend all class sessions.

Readings

DeLeon, A. P., & Ross, E. W. (Eds.). (2010). Critical theories, radical pedagogies, and social
education: New perspectives on social studies education. Rotterdam: Sense Publishing.
(Required)

Ross, E. W. (Ed.). (2014). The social studies curriculum: Purposes, problems, and possibilities
th
(4 Ed.). Albany: State University of New York Press. (Required)

Burant, T., Christensen, L., Salas, K. D., Walters, S. (Eds.). (2010). The new teacher book:
finding purpose, balance, and hope during your first years in the classroom (2nd Ed.).
Milwaukee: Rethinking Schools. (Optional)

Hern, M., & The Purple Thistle Centre. Stay solid! A radical handbook for youth. Oakland, CA: AK
Press. (Optional)

Additional readings will be may distributed via the course weblog (http://blogs.ubc.ca/ssed317/)

 
 Written Assignments

All written assignments are to be word-processed and/or web-based. For word processed assignments
please use 12-point font and 1 inch margins. Follow APA style for citations and reference lists (see:
https://owl.english.purdue.edu/owl/resource/560/01/ or http://help.library.ubc.ca/evaluating-and-citing-
sources/how-to-cite/)
*
(1) Your pedagogical creed (Counts 15% of your final course grade.)

You will encounter many new ideas in this course and have the opportunity to revisit
some existing thoughts, texts, and experiences. The Pedagogic Creed activity will
develop over time and will demonstrate how your thinking about social studies pedagogy
emerges during this course.

First Draft
Begin with the writing prompt “I believe…” and create 3–5 statements that illustrate what
you currently think about social studies curriculum, social studies pedagogy, and the
social context of schools. Use Dewey’s (1897) My Pedagogic Creed
(http://dewey.pragmatism.org/creed.htm) as a guide for format and style. For each
statement, include a paragraph illustrating your thinking and experiences about this
statement. See also: Ross, E. W. (2015). Teaching for change: Social education and
critical knowledge of everyday life. In S. Totten (Ed.), The importance of teaching social
issues: Our pedagogical creeds. New York: Routledge. Retrieved from
https://www.academia.edu/4470379/Teaching_for_Change_Social_Education_and_Critic
al_Knowledge_of_Everyday_Life
Due: Class #2

Second Draft
At the midpoint, you will revisit the pedagogic creed and write a second text. You will
need to develop a way that easily distinguishes what was written in the first and second
drafts, such as [bracketing what has changed], changing the font of new ideas, lining out
what you are now omitting from your creed. Use your judgment as to formatting but recall
that the two most important elements are that you retain the original text in some fashion
and make it easy to read.
Due: Last class prior to practicum (Monday section10/20; Wednesday section, 10/22)

Final Draft
At the conclusion of the course, you will write a final, or third draft, of the pedagogic
creed. In addition, the final draft will include a 2 or 3 page meta- reflection wherein you
explore how your thinking changed and what particular experiences caused these
changes. This should be written in a metacognitive style, or one that reveals your
thinking  about  your  thinking.  Give  your  final  version  a  substantive  title.  
Due: Class #11 (Final class)

(2) Reading responses via weblog (Counts toward 20% of your final course grade.)

Each week you will be expected to make a substantive written comment about the
readings (a posting that illustrates serious engagement with the content) to the course
weblog (http://blogs.ubc.ca/ssed317). These posts may include questions, comments, or
critical reflections on one or more the readings specifically, or on themes and issues that
flow from the readings. These posts should not be summaries of, but rather responses to
the readings. In addition, responses to classmates’ comments are also welcome.
Due: Each week there is required reading assigned.

                                                                                                                       
*
 This  activity  was  developed  by  William  Gaudelli.  See:  Guadelli,  W.  (2010).  Developing  a  pedagogical  creed  through  critical  social  
reflection.  In  E.  Heilman  (Ed.),  Social  studies  and  diversity  education:  What  we  do  and  why  we  do  it  (pp.,  15-­‐18).  New  York:  
Routledge.    
 
 (3) Classroom discussion leadership (Counts toward 20% of your final course grade)

Students will be expected to provide classroom leadership by facilitating discussion of

assigned readings at least once during the term. Topic assignments will be made in the
first class. Recommended resources:

• Tips on Leading Class Discussion (Carleton College) http://goo.gl/zmtn3Q

• Techniques for Leading Discussions (University of Kansas) http://goo.gl/53aHZG
• How To Lead a Discussion (Stanford University) http://goo.gl/qXjVMP

Due: As assigned at beginning of the term.

(4) Social Studies Curriculum Issue Paper (Counts toward 30% of your final course grade)

Students will select a key curriculum issue discussed in class and in a 2000-3000 word
paper critically examine the issue. Key sources for the paper should include course
readings as well 3-5 articles from professional social studies education journals (e.g.,
Theory and Research in Social Education, Canadian Social Studies, Social Education,
etc.) and curriculum resources such as the Ministry of Education IRPs.

Due: December 12.

(5) Participation in the course (including attendance)— (Counts toward 15% of your final course
grade.)

Attendance and active participation is expected for each class meeting.

Grading
Your course grade will reflect your performance in all the areas described above. This course is graded
pass/fail; assignments will be marked using rubric below. The professional program in teacher
certification at UBC is committed to a high level of performance among all teacher candidates. It is with
this in mind that a pass/fail system has been instituted. While marks are assigned in a few elective
courses, all mandatory courses are judged on a pass/fail basis. Achieving a passing mark in our courses
is contingent on a high standard of performance in all learning experiences (e.g., courses, practica).

Instructors use criterion-based assessment as a way of ensuring that all teacher candidates achieve a
high level of performance in their learning experiences. Furthermore, attendance is essential to the
experiential learning that permeates the B.Ed. program. For more information, please see the Bachelor of
Education Student Handbook.
 

 
 Marking Guide For Class Work and Written Assignments
Component A+ –> A A- –> B+ B C or less
Level of thought Reflective (considers Analytic (attempts to Descriptive (tells Confused (omits or
alternatives, how make sense of what is going on). illogically connects
lessons learned incidents described or ideas), little evidence
might influence future patterns observed), given.
actions), thoughtful, thoughtful.
integrates course
readings with
personal experience.
Excellent, exemplary
work that has pushed
you to a new level of
understanding
Expression Clear, focused, Clear, focused, Acceptable but Simplistic,
complex, well- logical, and vague, disorderly or disorganized, poorly
organized, precise, acceptable. confusing. developed, and/or
rich, distinctive or lacks coherence.
creative, well
written/produced
Evidence Well supported with Mostly well supported Adequately Sketchy or weak
examples and/or supported support
connections to
previous experiences
or readings.
Mechanics Meets deadline. Meets deadline Word processed Word processed
Word processed Word processed Some mechanical Mechanical errors are
errors noticeable relative to
complexity and
detract from the work.
Free of mechanical Minimal mechanical
errors. errors

Marking Guide for Class Attendance, Participation & Leadership

A+ —> A A- —> B+ B —> B- C or less
Comes to class prepared, Comes to class prepared, Comes to class generally Comes to class with some
having read and thought having read, written and prepared, having read and of the assignments
about the material (brings thought about the material thought about the material prepared or is not prepared
questions or worthwhile
additions to the
conversation from the
reader's log), having spent
considerable time with the
written and reflective work
Participates with Participates with interest in Participates with interest, Reticent to participate or
enthusiasm, listening to large and small group talks occasionally or does not enter into
others and helping to activities, listens to others, dominates the conversation collaborative, group
advance the understanding asks and responds to without consideration of activities, asks no questions
of the large or small group questions others, asks few questions
with interesting comments,
examples, and insights

Policy on Instructional Modifications

Students with disabilities, who need reasonable modifications to complete assignments successfully and
other wise satisfy course criteria, are encouraged to meet with the instructor as early in the course as
possible to identify and plan specific accommodations.

Technology Expectations
All assignments are to be word-processed unless otherwise noted by the instructor. Continuing and
regular use of e-mail is expected, as is regular use of the internet as a curricular and instructional
resource for this course, this particularly applies to using the course weblog and wikis. E-mail
communication with the instructor is recommended; assignments are accepted via email.

 
 COURSE OUTLINE AND READING SCHEDULE

Notes: There re required (and sometimes suggested) readings for each class meeting. The following
schedule outlines due dates for assignments and provides an overview of themes and activities for each
class session. Readings and assignments are due on the dates listed. Reference information for all
readings can be found in the Course Bibliography below. The instructor reserves the right to modify the
course schedule based on the rate of progress in covering course content, student needs, or other
unforeseen occurrences or events.

Students are expected to attend the class meeting of the course section (301 or 302) in which they are
registered. The key reasons for this expectation are: (1) much of the class work will be completed in small
group collaboration across the term; (2) as a result of official holiday observances during the term, the two
sections of this course have different weekly schedules and due dates; and (3) classroom size.

Meeting dates
EDCP 333 (301) Mondays EDCP 333 (302) Wednesday
(11 class meetings) (11 class meetings)
1. 9/8 1. 9/3
2. 9/15 2. 9/10
3. 9/22 3. 9/17
4. 9/29 4. 9/24
5. 10/6 5. 10/1
10/13 Thanksgiving (No class) 6. 10/8
6. 10/20 7. 10/15
10/27 Practicum 8. 10/22
11/3 Practicum 10/29 Practicum
7. 11/10 11/5 Practicum
8. 11/17 9. 11/12
9. 11/24 11/19 (No Class)
10. 12/1 10. 11/26
11. 12/8 11. 12/3

Class #1 - Social Studies Teachers and Curriculum

Reading:
st
• “Social studies curriculum migration: Confronting challenges of the 21 Century (Jorgensen)
• “Social studies curriculum and teaching in the era of standardization (Ross, Mathison &
Vinson)

Assignments due:
• Response to reading on course blog
• Prep for Leading Discussions

Class #2 - Social Studies Teachers and Curriculum

Reading:
• “The revised social studies curriculum in B.C.” (Orlowski)
nd
• “Capitalism for the body, religion is for the soul”: Insurgent social studies for the 22 Century:
(DeLeon)
• Select one of the secondary social studies IRPs on the BC Ministry of Education website
(http://www.bced.gov.bc.ca/irp/irp_ss.htm ) be prepared to describe/discuss document in
class.

Optional Reading:
• “On the edge of history” (Deleon & Ross)
• The New Teacher Book, Chapter 1 “Getting off to a good start”

 
 Assignment due:
• First draft of your Pedagogical Creed
• Response to reading on course blog

Class #3 - Democracy, Citizenship, and Social Studies Curriculum

Reading:
• “Teaching democracy: What schools need to do” (Kahne & Westheimer)
• “Creating Authentic Spaces for Democratic Social Studies (Leahey)
• “Dangerous Citizenship” (Ross & Vinson)

Optional reading:
• “Teaching students to think about patriotism” (Westheimer)
• Immigration & Migration; Cops & Courts sections of Stay Solid! (Hern et al.)
• The New Teacher Book, Chapter 2 “Creating classroom community”
• “What research tells us about citizenship education in English Canada” (Sears)
• “Building democracy through education: Human rights and civic engagement” (Armaline)

Assignments due:
• Response to reading on course blog

Class #4 - Globalization and Social Studies Curriculum

Reading:
• “The New Right agenda and teacher resistance in Canadian education” (Kuehn)
• “Introduction: Education’s iron cage and its dismantling in the new global order” (Martell)

Optional Reading:
• Class & Class Struggle; Immigration & Migration; Ecocide; and Travel sections of Stay
Solid! (Hern et al.)
• “Introduction: What is neoliberalism?” (Ross & Gibson)

Assignments due:
• Response to reading on course blog

Class #5 - First Nations/Indigenous Peoples & Worldviews and Social Studies Curriculum

Reading:
• “Native studies, praxis, and the public good’ (Four Arrows)
• “Schooled for inequality: The education of British Columbia Aboriginal children (Barman)

Optional reading:
• The New Teacher Book, Chapter 2, “Creating classroom community”

Assignments due:
• Response to reading on course blog

 
 Class #6 - Race, Racism, Anti-Racism, and Social Studies Curriculum / Testing & Assessment

Reading:
• “Prejudice, racism, and the social studies curriculum’ (Nelson & Pang)
• “Beyond fearing the savage: Responding to Islamophobia in the classroom (Sensoy)
• “Making assessment work for teaching and learning” (Mathison)

Optional Reading:
• “Gumbo and menudo and the scraps of citizenship” (Brown & Urrieta)
• Race; Indigenous Struggles sections of Stay Solid! (Hern et al.)
• “White supremacy and the rhetoric of educational indoctrination: A Canadian case
study”(Stanley)
• The New Teacher Book, Chapter 3, “Curriculum, standards, and testing”

Assignments due:
• Response to reading on course blog

Class #7 - Gender, Sexuality, the Body and Social Studies Curriculum

Reading:
• “The Language of gender, sex, and sexuality and youth experiences in schools”
(Loutzensheiser)
• Gender and social education: What’s the problem?” (Crocco)

Optional Reading:
• Family; Sex; Relationships; Gender; Disabilities; Our Physical Bodies sections of
Stay Solid! (Hern et al.)
• Embattled pedagogies: Deconstructing terror from a transnational feminist disability
studies perspective” (Erevelles)
• “’Out’ in the classroom: Addressing lesbian, gay, bisexual and transgender (LGBT)
issues in social studies curriculum” (Jennings)

Assignments due:
• Response to reading on course blog
• Second draft of your Pedagogical Creed (Monday section only)

Class #8 – Social Class and the Social Studies Curriculum

Reading:
• Class struggle in the classroom (Queen)
• Marxism and critical multicultural social studies: Redux (Malott & Pruyn)
• “Social Class and B.C. social studies curriculum” (Orlowski)

Optional reading:
• “Social class and school knowledge” (Anyon)
• “Why have school? An inquiry through dialectical materialism (Gibson)
• Class & Class Struggle; Money, Work, & Success; Skills sections of Stay Solid! (Hern et
al.)

Assignment due:
• Response to workshop readings on course blog
• Second draft of your Pedagogical Creed (Wednesday section only)

 
 Class #9 - Sustainability, Community, and Social Studies Curriculum

Reading:
• Ecological democracy: An environmental approach to citizenship education” (Houser)
• “Eco-justice, community-based learning and social studies education” (Martusewicz &
Schankenberg)
•
Optional Reading:
• “The long emergency: Education for democracy and sustainability” (Hursh)
• “Stories about place: Community mapping is a powerful tool for environmental education”
(Lewis)
• “Separate oil & state: Using the media for a critical eco-pedagogy in the classroom”
(Orlowski)
• Family; Community; and Ecocide sections of Stay Solid! (Hern et al.)

Assignment due:
• Response to workshop readings on course blog

Class #10 – Critical Media Literacy

Reading:
• “Critical media literacy and social studies: Paying heed to Orwell and Huxley (Orlowski)
• “Critical media literacy, democracy and the reconstruction of education” (Kellner & Share)

Optional reading
• Media section of Stay Solid! (Hern et al.)
• The New Teacher Book, Chapter 4, “Discipline: Rescuing the remains of the day
when class doesn’t go as planned.”

Assignment due:
• Response to workshop readings on course blog

Class #11 Inquiry & Reflection and Social Studies Curriculum

Reading:
• “Why inquiry?” (Selwyn)
• “Critical reflection in the classroom” (Au)

Optional reading:
• The New Teacher Book, Chapter 5 “Making change in the world beyond the classroom”

Assignment due:
• Response to readings on course blog
• Final draft of your Pedagogical Creed

December 12 – Curriculum Issue Paper Due

 
 COURSE BIBLIOGRAPHY
(Includes required, optional, and related sources)
Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-41.
Armaline, W. T. (2010). Building democracy through education: Human rights and civic engagement. In A.P.
DeLeon & E. W. Ross (Eds.), Critical theories, radical pedagogies and social education (pp. 151-
161). Rotterdam: Sense Publishing
Barman, J. (1995). Schooled for inequality: The education of British Columbia Aboriginal children. In J.
Barman, N. Sutherland, & J. D. Wilson (Eds.), Children, teachers and schools in the history of British
Columbia (pp. 57-80). Calgary: Detselig.
Bouvier, R., & Karlenzig, B. (2006, Spring). Accountability and Aboriginal education: Dilemmas, promises
and challenges. Our Schools/Our Selves, 15(3), 15-33.
Brown, A., & Urrieta, Jr., L. (2010). Gumbo and menudo and the scraps of citizenship. Interest
convergence and citizen-making for African Americans and Mexican Americans in U.S. education.
In A.P. DeLeon & E. W. Ross (Eds.), Critical theories, radical pedagogies and social education (pp.
65-84). Rotterdam: Sense Publishing
Crocco, M. S. (2006). Gender and social education: What’s the problem? In E. W. Ross (Ed.), The social
studies curriculum (3rd Ed., pp., 171-193). Albany: State University of New York Press.
Dei, G. J. S. (2006). “We cannot be color-blind”: Race, antiracism, and the subversion of dominant thinking.
In E. W. Ross (Ed.) Race, ethnicity, and education: Racism and antiracism in education (Vol. 4, pp.,
25-42). Westport, CT: Praeger.
DeLeon, A. P. (2014). “Capitalism is for the body, religion is for the soul” Insurgent social studies for the
nd
22 Century. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and
th
possibilities (4 Ed., pp. 71-89). Albany: State University of New York Press.
DeLeon, A. P., & Ross, E. W. (Eds.). (2010). Critical theories, radical pedagogies and social education(pp. ix-
xvi). Rotterdam: Sense Publishing.
DeLeon, A. P., & Ross, E. W. (2010). On the edge of history: Towards a new vision of social studies
education. In A. P. DeLeon & E. W. Ross (Eds.), Critical theories, radical pedagogies and social
education. Rotterdam: Sense Publishing
Erevelles, N. (2002). (Im)material citizens: Cognitive disability, race, and the politics of citizenship. Disability,
Culture and Education, 1(1), 5-25.
Four Arrows. (2014). Native studies, praxis, and the public good. In E. W. Ross (Ed.). The social studies
th
curriculum: Purposes, problems, and possibilities (4 Ed., pp. 161-180). Albany: State University of
New York Press.
Guadelli, W. (2010). Developing a pedagogical creed through critical social reflection. In E. Heilman (Ed.),
Social studies and diversity education: What we do and why we do it (pp., 15-18). New York:
Routledge.
Gibson, R. (2006). Against racism and irrationalism: Toward an integrated movement of class struggle in
schools and out. In E. W. Ross (Ed.), Race, ethnicity, and education: Racism and antiracism in
education (pp. 43-85). Westport, CT: Praeger.
Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian
Journal of Native Education, 25(1), 68-82.
Hern, M., & The Purple Thistle Centre. Stay solid! A radical handbook for youth. Oakland, CA: AK Press.
Houser, N. O. (2014). Ecological democracy: An environmental approach to citizenship education. In E. W.
th
Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4 Ed., pp. 139-
160). Albany: State University of New York Press.
Hursh, D. (2010). The long emergency: Education for democracy and sustainability. In A. P. DeLeon & E.W.
Ross (Eds.), Critical theories, radical pedagogies and social education (pp. 139-150). Rotterdam:
Sense Publishing

 
Jennings, K. (2006). ’Out’ in the classroom: Addressing lesbian, gay, bisexual and transgender (LGBT)
issues in social studies curriculum. In E. W. Ross (Ed.), The social studies curriculum (3rd Ed., pp.,
255-264). Albany: State University of New York Press.
st
Jorgensen, C. G. (2014). Social studies curriculum migration: Confronting challenges in the 21 Century. In
th
E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4 Ed., pp.
3- 23). Albany: State University of New York Press.
Kahne, J., & Westheimer, J. (2014). Teaching democracy: What schools need to do. In E. W. Ross (Ed.), The
th
social studies curriculum (4 Ed., pp., 353-371). Albany: State University of New York Press.
Kellner, D., & Share, J. (2007). Critical media literacy, democracy and the reconstruction of education. In D.
Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang.
Retrieved from
http://gseis.ucla.edu/sudikoff/archive/pdfs/philosophy/Summary_Kellner_CritLitDemocracy.pdf
Kuehn, L. (2006, Spring). The New Right agenda and teacher resistance in Canadian education. Our
Schools/Our Selves, 15(3), 127-141.
Leahey, C. (2014). Creating authentic spaces for democratic social studies education. In E. W. Ross (Ed.).
th
The social studies curriculum: Purposes, problems, and possibilities (4 Ed., pp. 51-69). Albany:
State University of New York Press.
Lewis, H. (2009). Stories about place: Community mapping is a powerful tool for environmental education.
Our Schools Ourselves, 19(1), 59-66. Retrieved from
http://findarticles.com/p/articles/mi_7688/is_200910/ai_n42854661/
Lipman, P. (2006). No Child Left Behind: Globalization, privatization and the politics of inequality. In E. W.
Ross & R. Gibson (Eds.), Neoliberalism and education reform (pp. 35-58). Cresskill, NJ: Hampton
Press.
Loutzensheiser, L. (2044). The language of gender, sex, and sexuality and youth experiences in schools. In
th
E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4 Ed., pp.
227-244). Albany: State University of New York Press.
Mathison, S. (2014). Making assessment work for teaching and learning. In E. W. Ross (Ed.). The social
th
studies curriculum: Purposes, problems, and possibilities (4 Ed., pp. 247-266). Albany: State
University of New York Press.
Malott, C., & Pruyn, M. (2014). Marxism and critical multicultural social studies: Redux. In E. W. Ross (Ed.),
The social studies curriculum (4th Ed., pp., 181-202). Albany: State University of New York Press.
Martell, G. (2006). Introduction: Education’s iron cage and its dismantling in the new global order. Our
Schools/Our Selves, 15(3), 1-13.
Martusewicz, R., & Schnakenberg, G. (2010). Eco-justice, community-based learning and social studies
education. In A. P. DeLeon & E. W. Ross (Eds.), Critical theories, radical pedagogies and social
education (pp. 25-41). Rotterdam: Sense Publishing.
Nelson, J. L., & Pang, V. O. (2014). Prejudice, racism, and the social studies curriculum. In E. W. Ross
th
(Ed.). The social studies curriculum: Purposes, problems, and possibilities (4 Ed., pp. 203-225).
Albany: State University of New York Press.
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