CANADIAN SOCIAL STUDIES
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| Canadian Social Studies is an indexed, refereed
journal published quarterly on-line at the University of Alberta. It
is a journal of comment and criticism on social education and publishes
articles on curricular issues relating to history, geography, social
sciences, and social studies. Canadian Social Studies is under copyright. Unless otherwise designated, permission is granted to download and distribute individual student copies of anything in this journal as long as it is for non-profit educational use in the classroom. Copyright permission includes the requirement to include the following on the first page of any duplicated material: "Canadian Social Studies, www.quasar.ualberta.ca/css Canada's national social studies journal - by permission." All other duplication or distribution requires the editor's permission. |
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| George Richardson - Editor | |||||||||||||||||||||
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Editorial Board | Previous Issues | Indexing Services | Manuscript Guidelines |
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ColumnsThe Iconoclast by John McMurtry - Reclaiming the Teaching Profession: From Corporate Hierarchy to the Authority of Learning Voices from the Past by Ken Osborne - Teaching History through Sources: 1907 Style Engaging the Field by Penney Clark - A Conversation with Barry Lindahl | |||||||||||||||||||||
ArticlesFeature ArticleThe Centrality
of Critical Thinking in Citizenship Education Sharing a Cross
Cultural Exchange in an Amish World Teaching after
9/11 | |||||||||||||||||||||
FeaturesFrom the Classroom
by Ruchika Arora, Monica Hoeflich, Valerie Farragher, Katie Moran,
and Kelly Kitamura - | |||||||||||||||||||||
Book ReviewsGarfield Newman, Bob Aitken, Dianne Eaton, Dick Holland,
John Montgomery and Sonia Riddock. 2000. Caroline Gipps, Bet McCallum, & Eleanore Hargreaves. 2000. Maurice R. Berube. 2000.Eminent
Educators Studies in Intellectual Influence. Bales, Kevin. 1999.Disposable
People: New Slavery in the Global Economy. Wendy Cameron, Sheila Haines, and Mary McDougall Maude
(Eds.). 2000.English Immigrant
Voices: Labourer's Letters from Upper Canada in the 1830s. Janine Stingel. 2000. Social
Discredit: Anti-Semitism, Social Credit and the Jewish Response. Colin M. Bain, Dennis DesRivieres, Peter Flaherty, Donna
M. Goodman, Elma Schemenauer and Angus L. Scully. 2000. Making
History: The Story of Canada in the Twentieth Century. Alistair Ross. 2000. Curriculum:
Construction and Critique. | |||||||||||||||||||||
Editorial BoardEditor |
Features Editors |
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Indexing ServicesArticles appearing in this journal are abstracted and indexed in Historical Abstracts and America: History and Life and by the Canadian Education Association; Corpus Almanac & Canadian Sourcebook; Ulrich's lnt. Pedcs. Directory; ERIC; Canadian Education Index, Micromedia Limited; and H. W. Wilson Company. |
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From the EditorA Look Back, a Look Ahead The Fall 2003 issue of Canadian Social Studies marks our 38th consecutive year of publication. In 1965 The History and Social Science Newsletter, as it was then called, was a practice-based publication aimed primarily at classroom teachers. Looking back at that first year of publication, in some respects it is remarkable how the issues that were then current in social studies teaching remain with us today. In other respects, there have been significant changes in the content and style of the journal that speak to the new issues and new technologies out of which we frame our professional lives. The most evident style change has been the move to an electronic format that makes the journal much more accessible to the social studies community than it was in 1965. For example, recent readings from our counter register over 28,000 hits in the four years since Canadian Social Studies adopted an on-line format. In terms of content, Canadian Social Studies now attempts to strike a balance between academic rigour and classroom application. This shift is most evident when looking at the contents of the current volume. From John McMurtry's incisive critique of the effects of globalization on education, to Robert Gardner's articulate reflections on classroom teaching after 911, to Ian Wright's thoughtful feature article on critical thinking in citizenship education, Canadian Social Studies has attempted to provide a location from which scholars and teachers alike can respond to the social, political, economic and cultural forces that frame the content and pedagogy of social studies. This more activist stance
is not arrived at haphazardly. In the face of neo-liberal constructs
of education that position teachers and scholars as "service
providers" and structure social studies content and pedagogy
in terms of the knowledge, skills and attitudes appropriate to gaining
a competitive edge in the global marketplace, it seems to me that
we need a place that allows us, in Chantal Mouffe's terms, "to
return to the political." I hope Canadian Social Studies can
continue to be such a place. The Editor |
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