CANADIAN SOCIAL STUDIES
VOLUME 38 NUMBER 3, SPRING 2004
www.quasar.ualberta.ca/css
Special Issue: Graduate Work in Social Studies Education
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From the Editor
The current issue of Canadian Social Studies features
an eclectic collection of pieces regarding several critical issues
within the contemporary discourse of social studies. The authors share
a common experience in that they were members of the University of
Alberta's graduate education class, dealing with trends and issues
in social studies education, taught by Dr. George Richardson. The
students in this class include a selection of both masters as well
as doctoral students at various stages of their respective programs.
A variety of topics are explored and positions taken, which add to
the discussion of interesting trends facing social studies teachers
and scholars today. It is each individual writer's intent that their
work will contribute to the discussion within the area of their selected
topic and also stimulate further study and dialogue in these areas.
Loren Agrey writes about assessment and its relation
to the several disciplines within social studies, reviews several
perspectives on evaluation, and discusses the impact of high-stakes
testing within the social studies curricula. The author notes that
the goals of social studies education may be ignored due to the emphasis
given to the high-stakes examinations which are currently prevalent
in many jurisdictions across North America.
In her article, Lisa Barty discusses teacher identity
and pedagogical choices as they relate specifically to the use of
artefacts in the classroom. A link between pedagogy and teacher identity
is delineated along with a review of how these correlate to methodological
choice. A variety of suggestions are offered to promote reflective
teaching and to support the strategy of using more primary sources
in the social studies classroom.
Brenda Basiga's article explores the issues surrounding
the concept of globalization and how its effects impact the teachers'
pedagogies. A general discussion of these global effects provides
an understanding of the threats globalization poses and how these
specifically impact social studies curriculum and pedagogy within
the educational context of the Philippines. The discussion then turns
to how the problematic of globalization can be addressed through global
education and peace education.
The theme of global education is continued in Laura
Burnouf's paper as she explores the major understandings of this fairly
recent addition to the social studies curriculum. Critical global
education concepts are discussed and these discussions underlay the
author's conclusion that to encourage the development of citizenship
skills, all students need to learn about global issues. To have a
truly effective citizenship program, teachers must adopt a multiple
perspectives approach rather than using the traditional Eurocentric
view that has dominated social studies teaching.
Andrew Foran links student identity to national identity
and citizenship and indicates how these concepts can be used to develop
responsible and active citizenship. Questions are raised whether education
as a whole and the social studies curricula can provide a site for
this development of responsible citizens. The author asserts that
service learning is an aspect of social studies that can be emphasized
to aid in this development and provide an experiential or active approach
to learning with the ultimate goal of responsible citizenship.
Hyo-jeong Kim explores social studies education within
the Korean context. She begins with a review of the changes adopted
within the secondary social studies curriculum regarding national
identity from the end of the Second World War to the present time.
The traditional concepts of Korean national identity are being challenged
by various forces-and particularly by globalization. Moreover, Koreans
are attempting to re-write their concept of what national identity
means in the current context. Implications of the changes which are
evident within the new social studies curriculum adopted in 2000 are
further discussed.
Kris Simpson explores peace education for primary students
in the context of the current war in Iraq and asserts that the inclusion
of peace education within the social studies curriculum is more critical
than ever before. Alternatives to violence must be included in any
social studies program, and it is imperative that teachers provide
opportunities to do this with the social studies classroom being the
ideal site for this to be accomplished. Peace education allows students
to develop conflict resolution skills on a personal level which can
then be translated to a more global perspective.
Laura Thompson takes a critical look at what ways multiple
perspectives have been read into the Alberta junior high social studies
curriculum. A review of the curriculum over the last several decades
provides an understanding of the evolving constructs of citizenship
and identity. This provides the foundation for a postcolonial reading
of the 2002 Alberta social studies curriculum along with a clearer
understanding of the concept of identity.
Loren Agrey and Laura Thompson
Guest Editors