This reflection plays with the idea of a crash as a metaphor and as a way of thinking about economic crashes. More importantly, it challenges teachers to consider the use of economic thinking in an uncertain and chaotic world.
{"title":"What Does a Crash Sound Like?","authors":"N. Shanks","doi":"10.29173/assert52","DOIUrl":"https://doi.org/10.29173/assert52","url":null,"abstract":"This reflection plays with the idea of a crash as a metaphor and as a way of thinking about economic crashes. More importantly, it challenges teachers to consider the use of economic thinking in an uncertain and chaotic world.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126564446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The economy is the central narrative in which our current society constantly justifies any important decision, from education, job security to public health, even in the midst to the COVID-19 pandemic. Crises and economic instabilities seem to have become an unending circumstance of capitalists’ societies, and it seems that there is not a way out within the possibilities of mainstream economics. In this paper, I narrate how the 2008 economics crisis was a political opportunity for economics students around the world to organized themselves to challenge economics education and how students propose economics departments to teach economics if we want to change our economy.
{"title":"Students struggle towards curriculum change in Economics Education","authors":"S. Delgado","doi":"10.29173/assert40","DOIUrl":"https://doi.org/10.29173/assert40","url":null,"abstract":"The economy is the central narrative in which our current society constantly justifies any important decision, from education, job security to public health, even in the midst to the COVID-19 pandemic. Crises and economic instabilities seem to have become an unending circumstance of capitalists’ societies, and it seems that there is not a way out within the possibilities of mainstream economics. In this paper, I narrate how the 2008 economics crisis was a political opportunity for economics students around the world to organized themselves to challenge economics education and how students propose economics departments to teach economics if we want to change our economy.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123853812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Seeking New Stories","authors":"E. Adams","doi":"10.29173/assert53","DOIUrl":"https://doi.org/10.29173/assert53","url":null,"abstract":"","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116379211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The United Nations recognizes that if a nation-state violates the civil rights of its citizens, it is responsible for providing reparations to the harmed group. Many Black Americans assert that the prolonged civil rights abuse they incurred during enslavement and post-slavery discrimination necessitate the US government provide reparations. Thus, many factions of the ongoing civil rights movement (Hall, 2005) focus on securing Black Americans' reparations. However, in my research, I found that US History standards and curricular resources often paint the civil rights movement as completed and reparations as a decontextualized political debate. This article encourages US History teachers to include reparations into their Civil Rights Movement instruction by incorporating economic analysis. To assist in this shift, I detail a framework that can support US History teachers in interweaving economic thinking and data to situate the topic of reparations into their Civil Rights curriculum.
{"title":"Using Economic Analysis to Incorporate Reparations for Black Americans into the US History Classroom","authors":"Amelia Wheeler, Chantelle Grace","doi":"10.29173/assert39","DOIUrl":"https://doi.org/10.29173/assert39","url":null,"abstract":"The United Nations recognizes that if a nation-state violates the civil rights of its citizens, it is responsible for providing reparations to the harmed group. Many Black Americans assert that the prolonged civil rights abuse they incurred during enslavement and post-slavery discrimination necessitate the US government provide reparations. Thus, many factions of the ongoing civil rights movement (Hall, 2005) focus on securing Black Americans' reparations. However, in my research, I found that US History standards and curricular resources often paint the civil rights movement as completed and reparations as a decontextualized political debate. This article encourages US History teachers to include reparations into their Civil Rights Movement instruction by incorporating economic analysis. To assist in this shift, I detail a framework that can support US History teachers in interweaving economic thinking and data to situate the topic of reparations into their Civil Rights curriculum. ","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116907528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.
{"title":"Paradigm shift","authors":"N. Shanks","doi":"10.29173/assert36","DOIUrl":"https://doi.org/10.29173/assert36","url":null,"abstract":"Economics education needs a paradigm shift given the failure of traditional models to address the root causes of systemic injustice accurately and humanely. After summarizing some existing research that critiques existing economic education practices and offers new paradigms for teachers and students to consider, three new orientations for economic education are offered. Economic education should start with students, build from the bottom up, and critique official knowledge.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"115 18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126371936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
My research reimagines economics education based in the material realities of marginalized communities of color, and building upon the strategies arising from those communities to thrive and survive. Three of these strategies include mutual aid, cooperatives, and an abolitionist framework, which all emphasize marginalized groups working in solidarity to meet the needs of everyone in the community.
{"title":"Mutual Aid, Cooperatives, and Abolition","authors":"Tadashi Dozono","doi":"10.29173/assert37","DOIUrl":"https://doi.org/10.29173/assert37","url":null,"abstract":"My research reimagines economics education based in the material realities of marginalized communities of color, and building upon the strategies arising from those communities to thrive and survive. Three of these strategies include mutual aid, cooperatives, and an abolitionist framework, which all emphasize marginalized groups working in solidarity to meet the needs of everyone in the community. ","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125149069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes how three Asian American elementary teachers in Texas reflected on the absence of Asian American histories in their own educational experiences, which later inspired them to teach Asian American histories in their classrooms. The teachers’ lessons about Asian American history required them to first (re)define the term Asian American with their students, and the teachers also (re)defined what it meant to be American. Ultimately, they promoted cultural citizenship, which is more inclusive and critical than traditional forms of citizenship that are defined by individual acts like voting and following rules. Cultural citizenship promotes difference as a resource; emphasizes the need to respect and humanize others; includes the voices, experiences, and perspectives of People of Color; and emphasizes human rights and agency. Asian American children’s literature was an essential tool in disrupting exclusionary histories and notions of citizenship as equal to whiteness, and the teachers' work demonstrates how educators can move Asian Americans from the margins to the middle of social studies instruction to support better teaching of U.S. history and democracy.
{"title":"Moving Asian American History from the Margins to the Middle in Elementary Social Studies Classrooms","authors":"N. Rodríguez","doi":"10.29173/assert24","DOIUrl":"https://doi.org/10.29173/assert24","url":null,"abstract":"This article describes how three Asian American elementary teachers in Texas reflected on the absence of Asian American histories in their own educational experiences, which later inspired them to teach Asian American histories in their classrooms. The teachers’ lessons about Asian American history required them to first (re)define the term Asian American with their students, and the teachers also (re)defined what it meant to be American. Ultimately, they promoted cultural citizenship, which is more inclusive and critical than traditional forms of citizenship that are defined by individual acts like voting and following rules. Cultural citizenship promotes difference as a resource; emphasizes the need to respect and humanize others; includes the voices, experiences, and perspectives of People of Color; and emphasizes human rights and agency. Asian American children’s literature was an essential tool in disrupting exclusionary histories and notions of citizenship as equal to whiteness, and the teachers' work demonstrates how educators can move Asian Americans from the margins to the middle of social studies instruction to support better teaching of U.S. history and democracy.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131570694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Place-based education usually refers to curricular work conducted in PK-12 settings that mobilizes local contexts to teach subject matter content. The education research reviewed here departs from this approach. Less interested in place as a means to transmit content, instead this article describes the often intangible learning that occurs in place. Place is a repository of lived experience, one in which the mind and body are intertwined. Place-based learning involves the knowledge and affective attachments provisioned by architectural arrangements and designs. Grounded in familial experience as Japanese Americans incarcerated in World War II-era prison camps, I research historic concentration camps, prisons, and other confinement spaces and how these sites educate contemporary audiences. Many of these historic prisons are places in which populations deemed security threats to the state were targeted, stripped of certain rights and obligations, forcibly removed, and sequestered. Treating these place-based projects as a kind of “curriculum,” my research also has implications for teaching and learning in K-12 classrooms.
{"title":"The Prison Camp as Pedagogy of Place","authors":"C. Goulding","doi":"10.29173/assert33","DOIUrl":"https://doi.org/10.29173/assert33","url":null,"abstract":"Place-based education usually refers to curricular work conducted in PK-12 settings that mobilizes local contexts to teach subject matter content. The education research reviewed here departs from this approach. Less interested in place as a means to transmit content, instead this article describes the often intangible learning that occurs in place. Place is a repository of lived experience, one in which the mind and body are intertwined. Place-based learning involves the knowledge and affective attachments provisioned by architectural arrangements and designs. Grounded in familial experience as Japanese Americans incarcerated in World War II-era prison camps, I research historic concentration camps, prisons, and other confinement spaces and how these sites educate contemporary audiences. Many of these historic prisons are places in which populations deemed security threats to the state were targeted, stripped of certain rights and obligations, forcibly removed, and sequestered. Treating these place-based projects as a kind of “curriculum,” my research also has implications for teaching and learning in K-12 classrooms.","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"271 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120898055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dominant discourses persistently portray Hmong Americans as stuck in time and tied to Hmong cultural traditions. This article suggests dominant discourses about the oppression of Hmong culture are mechanisms of White supremacy. It examines research with Hmong Americans on gender and sexuality to disrupt deficit discourses about Hmong culture. It provides recommendations for teachers to counteract dominant discourses that instantiate the values, worldviews, culture and structures of White supremacy.
{"title":"Disrupting Deficit Discourses about Hmong Culture","authors":"B. Ngo","doi":"10.29173/assert30","DOIUrl":"https://doi.org/10.29173/assert30","url":null,"abstract":"Dominant discourses persistently portray Hmong Americans as stuck in time and tied to Hmong cultural traditions. This article suggests dominant discourses about the oppression of Hmong culture are mechanisms of White supremacy. It examines research with Hmong Americans on gender and sexuality to disrupt deficit discourses about Hmong culture. It provides recommendations for teachers to counteract dominant discourses that instantiate the values, worldviews, culture and structures of White supremacy. \u0000 ","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134331530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the #StopAsianHate movement is new, Asian Americans have long been excluded and marginalized in and out of the classroom. This article argues for the need and importance of Asian Americans in school curriculum. One powerful way of including more Asian American voices and history is through the teaching of Asian American graphic novels.
{"title":"Representation and the Need for Asian American Graphic Novels in Today’s Classrooms","authors":"J. Kim","doi":"10.29173/assert28","DOIUrl":"https://doi.org/10.29173/assert28","url":null,"abstract":"While the #StopAsianHate movement is new, Asian Americans have long been excluded and marginalized in and out of the classroom. This article argues for the need and importance of Asian Americans in school curriculum. One powerful way of including more Asian American voices and history is through the teaching of Asian American graphic novels. ","PeriodicalId":410382,"journal":{"name":"Annals of Social Studies Education Research for Teachers","volume":"12 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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