Shhh … The Teacher Should Be Silent

Critical Review of Social Studies As New Literacies in a Global Society

Bibliographic Data

ID17453065
AuthorsSinéad Fitzsimons (0000-0002-8511-6365, University of Toronto, corresponding author)
Year2014
Volume105
Issue2
Pages108-112
Publication date2014-01-14
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Social Studies (BOOK_SERIES)
Journal identifiersISSN: 0037-7996 • E-ISSN: 2152-405X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00377996.2013.820165
OpenAlexW2004854306
LanguageEN
References cited8

The humanistic nature of social studies education ensures that its related curriculum exists in a consistently contested terrain among educators, governing bodies, and the community at large. As our ability to investigate and interact with societies widens in scope and complexity, so too does the curriculum debate. To add to the complexity, social studies classes must now navigate through an increasingly technological world where some origins of knowledge are becoming more and more accessible, while others are becoming more and more silenced. Mark Baildon and James S. Damico's recent book Social Studies As New Literacies in a Global Society (2011) discusses potential answers to the ongoing questions of how to teach social studies in a twenty-first-century classroom. Although the book identifies the need for students to question sources of knowledge and the construction of knowledge itself, it falls short in the actual naming and deconstructing of the hegemonic frameworks of power that are prevalent within the sources and curriculum approaches that the students come into contact with

Curriculum · Epistemology · Hegemony · Humanism · Pedagogy · Political science · Politics · Power (physics) · Scope (computer science) · Social science · Social studies · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law

Tools

Open DOISci-Hub