Journal of International Social Studies
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243 research outputs found
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The Future of U.S.-China Relations Lies With a New Generation
Full text linkThe case is made that the future of now-threatened US-China Relations lies with a new generation and preparing it for that future warrants our close attention and thought. A proof-of-concept experiment is offered in support of this argument
The Role of Museum-Based Education in Creating 9/11 Curriculum
Full text linkThis article is a qualitative investigation of teachers’ pedagogical approaches to the terror attacks on September 11, 2001. The ten participants are regionally diverse in-service teachers who attended workshops conducted by the 9/11 Memorial Museum and Gilder Lehrman Institute of American History in New York during June and July, 2019. Teachers presented their 9/11 lessons at a March 5, 2020 conference in New York City to pre- and in-service teachers. Surveys, interviews, and lessons determined how teachers implemented professional development in their schools. The paper seeks to improve teacher training through the use of primary sources and place-based education to engender student inquiry. The creation of 9/11 digital lesson plans on the Library of Congress’ Teaching with Primary Sources site provides teachers access to ensure that 9/11 receives greater emphasis in the social studies curriculum. Findings indicate that in-situ, place-based experiences increased 9/11 curriculum in classrooms
Towards Evaluating the Model United Nations as Teaching Tool in Morocco
Full text linkModel United Nations (MUN) has seen dramatic growth in Morocco, both at the university and high school levels. It is a popular and effective teaching tool. This paper aims to test its utility using various methodologies. It shares the results of surveys, both historic and current, conducted at Al Akhawayn University evaluating the activity among students. It also includes interviews with MUN participants, both coaches and students, at Al Akhawayn University and elsewhere. Finally, the paper evaluates whether the tool is trans-cultural or whether it is an expansion of White space
The Impact of Teachers Sharing Their Opinions Within a Semi-controversial Class in Japan: A Case Study on a Discussion of Lowering the Age of Candidacy in a Junior High School Social Studies Class.
Full text linkThis paper examines how teachers expressing their political views influence students’ opinion formation and discussions in classrooms regarding controversial issues. We used the methods of Journell (2011) and built on the scholarship of Hess and McAvoy (2015) and Iwasaki (2021). As a case study, we observed a junior high school social studies class and the teacher’s approach to a lesson on lowering the age of candidacy in Japan, especially concerning how and if the teacher’s personal opinions influenced the students. Teachers’ political neutrality is a growing issue of concern in citizenship education. Some Japanese educators and education authorities argue that teachers should avoid expressing their personal views on controversial issues because of how it may impact students. However, we found that teachers’ opinions may have a limited influence on student opinions, thus adding nuance and insight to the existing literature. Namely, the impact of teachers’ expressing political opinions in a classroom should be considered with factors such as their choice of teaching materials and methods
Promoting Equity Through Inquiry-based Instruction
Full text linkIn this brief advocacy article the author discusses common characteristics of strong, equitable systems of schooling from around the world. Citing contemporary research from the European Journal of Teacher Education, the Official Journal of the European Union, and the European Commission’s report on Equity in School Education in Europe, he will explore findings from Europe, Asia, North America, and Australia, which despite very different historical and social contexts, tend to demonstrate common characteristics for equitable schooling. While each characteristic deserves its own presentation, this article will center around a characteristic arguably within the most direct influence of teachers and teacher educators: developing and supporting well-prepared teachers. The author advocates for preparing teachers to design and implement inquiry-based instruction; the pedagogical approach that research suggests develops the skills, knowledge, and habits of mind needed for an empowering educational experience. The article encourages teachers in each subject area to consider designing and implementing problem-based curriculum materials and classroom events to help all students develop their capacity to think critically and subsequently help students take control of their learning and their futures. The article concludes with a discussion of ways to meet challenges that teachers face when designing and implementing inquiry-based instruction
What is Politically-Economic Modern? World Sub-orders in a Social Science Educator’s Take on History Pedagogy
Full text linkAt the dawn of the 21st century—when your author, who is now an educator, was in college—the United States was the sole global superpower. But the world changed with the terrorist attacks of September 11, 2001, as well as other events that remade the world in which current students now study. As an educator, I can explain that the structure of the world, termed “world orders,” can subsist of underlying world “sub-orders,” and “sub-order traits” which even underlie them historically, and how students can outline them. In this way, while political-economic history looks to be constantly repeating itself, with the alignment of “traits” changing, what is considered “modern” and how we go about teaching it in history, political, and economic courses is the research aim of this article. Unlike the historian, whose job it is to identify such “traits,” the social scientist should attempt to measure their importance; as educators, we need to point this difference out to students. These new ideas come from an educator with a background in both history and the social sciences. The article summarizes the current world order and concludes with a discussion of what “future” world orders might be, based on sub-orders, while offering ideas for educators to use for students, many of whom will be future scholars, on how to measure which world orders and “sub-orders” are generationally and empirically “modern.
Preservice Teachers’ Challenges in Teacher-Becoming and Teaching Social Education: A Sociocultural Perspective
Full text linkThis study explores the challenges preservice teachers encounter (a) in their teacher-becoming trajectory, and (b) with the implementation of social education contents in Nigeria. Understanding these is important for effective social education reforms. Narrative and observation methods were used for the study. The study drew on (a) the stories of 37 social education preservice (SEP) teachers about their teacher-becoming trajectory and teaching practice exercise, and (b) a three-year observation of 110 SEP teachers’ teaching practicum fieldworks in 12 schools to realize its objectives. Findings show professional harassment and a lack of standard learning materials as challenges social education preservice teachers encounter in their teacher-becoming. On teaching practicum, SEP teachers noted some benefits (e.g., exposure to different worldviews and nurturing of the younger generation) derived from teaching practicum; they emphasized stress, anxiety, and students’ misbehaviors as challenges. SEP teachers had challenges with teaching contemporary social contents: They were oblivious of how their classroom discussions impact global issues, disregarded the sociocultural relevance of their instruction, and reproduced social issues, including political and gender problems, through their classroom practices. Guided by a sociocultural theory perspective, the study concludes with a discussion of social educators’ knowledge and competency skill needs in a changing world
