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