Full Description
Over the course of the past decade and a half, we, Samuel Totten and Jon E. Pedersen, have co-edited a series of books on teaching and learning about social issues. Our goal has been to build a series that would broadly represent the work that has been undertaken over the past 110 plus years related to the field of teaching and learning about social issues. As we created and added to the series (see for example: Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field; Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education; Teaching and Studying Social Issues: Major Programs and Approaches), we came to the conclusion that the development of an annotated bibliography of the key works (books, chapters, articles, reports, and research) on a wide-range of issues/topics germane to teaching and learning about social issues was a logical addition to the series. In Educating About Social Issues in the 20th and 21st Centuries Volume 1: A Critical Annotated Bibliography (which was published in early 2012), the focus was on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues. This new book constitutes Volume Two in the series entitled Educating About Social Issues in the Twentieth and Twenty First Centuries and picks up where Volume One left off.
Included in this book are the pioneering works of the following: Boyd Bode, Alan F. Griffin, G. Gordon Hullfish, Richard Gross, Robert Yager, and James Banks. Collectively, their work on social issues spans the period between the late 1930s through the present (with James Banks and Robert Yager continuing to publish through today). As for the subjects/topics (other than pioneers of teaching about social issues) addressed in this volume, they are: Issues-Centered Approaches to Teaching Geography, Addressing Social Issues in Sociology and Anthropology Courses, Peace Studies, The Vietnam War, and LBGT.
Contents
Introduction, Samuel Totten and Jon E. Pedersen.
Chapter 1. Alan F. Griffin: Reflective Thought and Social Studies for Democracy, Bill Fernekes.
Chapter 2. Boyd H. Bode: Missionary for Democracy, Barbara Slater Stern.
Chapter 3. H. Gordon Hullfish: Practitioner, Promulgator, and Protector of Democracy, Barbara Slater Stern.
Chapter 4. Richard E. Gross: Addressing Controversial Issues in the Classroom, Samuel Totten.
Chapter 5. Robert E. Yager: Science/Technology/Society (STS) Proponent, Barbara S. Spector, Megan Ehlers, and Alfred Papagoytia.
Chapter 6. James Banks: A Pioneer in Multicultural Education, Jodi Bornstein and Kristine S. Lewis Grant.
Chapter 7. Digital Geography for Issues-Based Instruction, Todd Kenreich and Jeff Passe.
Chapter 8. Second Class Citizens in the Social Studies Curriculum: The Role of Anthropology and Sociology in an Issues-centered Education Framework, Mark A. Previte.
Chapter 9. Peace Education Praxis, Edward J. Brantmeier and Monisha Bajaj.
Chapter 10. The Vietnam War: Dilemmas of Power, Mary Beth Henning and Todd Johnson.
Chapter 11. LGBT and the Extant School Curriculum: Issues, Approaches, and Resources, Lance T. McCready, Mollie Blackburn, and Nathan Taylor.
Chapter 12. Social Justice Teaching: What Is It and Why Does It Matter? C. Gregg Jorgensen.
