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State department TEA Program Utah State University General Seminar

State department TEA Program Utah State University General Seminar. Welcome! Gashlee! Nej tuaj los! Hun bi xer hatin! Yah oohkááh! Isibingelelo !. Fields of Contention: Democratic Education and the Range of Perspectives in the Social Studies Curriculum. Steven P. Camicia, Ph. D.

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State department TEA Program Utah State University General Seminar

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  1. State departmentTEA ProgramUtah State UniversityGeneral Seminar Welcome! Gashlee! Nej tuaj los! Hun bi xer hatin! Yah oohkááh! Isibingelelo !

  2. Fields of Contention: Democratic Education and the Range of Perspectives in the Social Studies Curriculum Steven P. Camicia, Ph. D. Utah State University

  3. 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.

  4. 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.

  5. Positionality Geopolitical Belonging Race Ability Gender Ethnicity Age Sexual Orientation Culture Language Class

  6. Field of Contention Range of Perspectives

  7. Field of Contention: Controlled by Power Relations, and Hierarchies Binaries of Domination and Subjugation

  8. Democratic Education • Empowerment • Inclusion • Legitimacy • Social Justice

  9. 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.

  10. Instructional Materials Teaching Deliberation and Immigration Policy Choices National Issues Forums

  11. Deliberative Instructional Materials

  12. Conceptual Framework Range of Deliberative Options Global Dimension Multicultural Dimension Curriculum Ideology

  13. Two Dimension Analysisof Instructional Materials Multicultural Education Global Perspective Nation-bound Perspective Monocultural (Mainstream-Centric) Education

  14. Heading Subheading Text

  15. 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).

  16. Multicultural Education Global Perspective Nation-bound Perspective “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). Monocultural (Mainstream-Centric) Education National Issues Forums

  17. Methods (Continued) After coding, deliberative options and background text were positioned upon the model. Concept of scatter plot or cluster content analysis (Krippendorff, 1980). Multicultural Global Nation-bound Monocultural

  18. Findings National Issues Forum

  19. Findings (Continued) Choices

  20. Findings (Cont.) Choices Potential Student-Developed Action Plan Background Text: Racism and Immigration Policy Potential Student-Developed Option

  21. Discussion Choices National Issues Forum 1. Both curricula are nation-bound in perspective 2. Choices curriculum is substantially more transformative in its approach to Multicultural Education

  22. Content Analysis Example:

  23. Inquiry

  24. 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.

  25. Sample Geography inquiry lesson Inquiry Question: Where should we locate our city?

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