state department tea program utah state university general seminar welcome! gashlee! nej tuaj los!...
TRANSCRIPT
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State departmentTEA ProgramUtah State University
General Seminar
Welcome! Gashlee! Nej tuaj los! Hun bi xer hatin! Yah oohkááh!
Isibingelelo !
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Fields of Contention:
Democratic Education
and the Range of Perspectives
in the Social Studies Curriculum
Steven P. Camicia, Ph. D.
Utah State University
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Curriculum
Curriculum becomes our way of contradicting biology and ideology.
Grumet, M. R. (1988). Bitter milk: Women and teaching. Amherst, MA: The University of Massachusetts Press. p. 8.
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Curriculum
The school curriculum communicates what we choose to remember about our past, what we believe about the present, what we hope for the future.
Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers. p. 20.
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Positionality
Geopolitical
BelongingGender
Ethnicity
Clas
s
Cultu
reAge Sexual Orientation
Language
Ability Rac
e
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Field of ContentionRange of Perspectives
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Field of Contention: Controlled by Power Relations, and
Hierarchies Binaries of Domination and Subjugation
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Democratic Education
•Empowerment
•Inclusion
•Legitimacy
•Social Justice
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Fields of Contention: Democratic Education and the
Range of Perspectives in the Social Studies
Curriculum-
Some Examples
Example 1:
Content analysis of social studies instructional materials teaching about deliberation and immigration policy.
Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. Theory and Research in Social Education 35(1), 96-111.
Camicia, S. P. (in press). Identifying soft democratic education: Uncovering the range of civic and cultural choices in instructional materials. The Social Studies.
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Instructional Materials Teaching
Deliberation and Immigration Policy
Choices National Issues Forums
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Deliberative Instructional
Materials
Background Information
Policy Option
1
Policy Option
2
Policy Option
3
What should we do? Our Policy
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Conceptual Framework
Range of Deliberative Options
Curriculum Ideology
Global DimensionMulticultural Dimension
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Two Dimension Analysis
of Instructional Materials
Nation-bound Perspective
Global Perspective
Multicultural Education
Monocultural(Mainstream-Centric)
Education
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HeadingSubheadingText
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Chapter Title: “America’s Changing Face: Is There Too Much Difference ?” (p.7)
Chapter Text:“Limit the number of newcomers. Otherwise, America risks losing its soul, its definition of itself. When people live in tight little ethnic communities, when they speak only a foreign language and call home often, they don’t assimilate” (NIF, p. 27).
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Nation-bound Perspective
Global Perspective
Multicultural Education
Monocultural(Mainstream-Centric)
Education
“Limit the number of newcomers. Otherwise, America risks losing its soul, its definition of itself. When people live in tight little ethnic communities, when they speak only a foreign language and call home often, they don’t assimilate” (p. 27).
National Issues Forums
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Methods (Continued)
After coding, deliberative options and background text were positioned upon the model.
Concept of scatter plot or cluster content analysis (Krippendorff, 1980).
Nation-boundGlobal
Monocultural
Multicultural
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FindingsNational Issues Forum
MulticulturalEducation
ActionApproach
TransformativeApproach
AdditiveApproach
ContributionsApproach
MonoculturalEducation
Global Perspective
Nation-Bound Perspective
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Findings (Continued)
Choices
MulticulturalEducation
ActionApproach
TransformativeApproach
AdditiveApproach
ContributionsApproach
MonoculturalEducation
Global Perspective
Nation-Bound Perspective
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Findings (Cont.)
MulticulturalEducation
ActionApproach
TransformativeApproach
AdditiveApproach
ContributionsApproach
MonoculturalEducation
Global Perspective
Nation-Bound Perspective
Choices
Background Text: Racism and Immigration Policy
Potential Student-Developed Option
Potential Student-Developed Action Plan
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Discussion
National Issues Forum
Choices
2. Choices curriculum is substantially more transformative in its approach to Multicultural Education
1. Both curricula are nation-bound in perspective
MulticulturalEducation
ActionApproach
TransformativeApproach
AdditiveApproach
ContributionsApproach
MonoculturalEducation
Global Perspective
Nation-Bound Perspective
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MonoculturalPerspective
MulticulturalPerspective
Global Perspective Nation-Bound
Perspective
1
42
3
2 3 1
CHOICESNIF
5
NIF Background
Text
CHOICES Background
Text
Student Interviews With Immigrants
Possible Development of Global and Multicultural Perspective
X Axis = Scale of Civic Allegiance
Y Axis = Scale of Cultural Allegiance
Content AnalysisContent Analysis
Example:
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Inquiry23
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Some sample inquiry questions
The following are sample inquiry questions developed by Parker (2005, p. 326)
• Who really “discovered” America?
• What happened to the Anasazi at Mesa Verde?
• Why did the Titanic tragedy occur?
• Why did the Pony Express end suddenly?
• Why is there poverty in rich nations?
• Why do so few adults vote in the United States?
• Who benefits from advertising?
Parker, W. C. (2005). Social studies in elementary education (12 ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
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Sample Geography inquiry lesson
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