Formation of Identity in Wartime El Salvador: Protective and Harmful Factors

In a qualitative study of the effects of war on identity in rural postwar El Salvador, 11 interviews from data collected 3 years after the war were analyzed for social and individual identity factors. Subjects had been adolescents during the civil war. Prolonged war experiences, especially for those who became combatants at a very early age, had a negative impact on identity formation. Those who had the greatest identity problems felt a deep sense of betrayal, abandonment, and/or a general lack of trust. This included those who felt betrayed by their group, which in war consisted of an armed political one.     

Asymmetrical Alliances,Organizational Democracy and Peasant Protest in El Salvador*

Les coalitions de mouvements ne sont pas avantageuses pour tous. Au Salvador, des paysans à la recherche de terres furent marginalisés dans une coalition qui représentait à la fois des paysans sans terre et des bénéficiaires de réformes agraires passées. Lorsque des leaders ont démobilisé leur lutte, ils ont aussi entraîné les sans‐terre dans des activités protestataires dont ils ne pouvaient que peu profiter. Ce problème provient de la faiblesse de la démocratic Cette dernière fut entravée par des modèles de relations membre‐leader issues de la guerre civile, par des inégalités dans les connaissances et les competences des leaders et des membres, et par la centralisation des reven‐dications et des tactiques du mouvement. Movement coalitions are not advantageous for all participants. In El Salvador, peasants seeking land were marginalized in a coalition that represented both landless peasants and past land reform beneficiaries. While leaders demobilized the land struggle, they also brought the landless into protest activities from which they stood to gain little. This problem was rooted in the weakness of democracy. It was hampered by patterns of member‐leader relations inherited from the civil war, inequalities in the knowledge and skills of leaders and members, and the centralized focus of the movement's demands and tactics. We're doing this not so much for us as for our children, so they'll have a place to work, and for their children too. We believe that since we're already dying of hunger, we may as well die fighting for something.     

Overcoming the ownership dilemma: Contributing to peace and democracy in El Salvador and the Philippines

El Salvador and the Philippines have had relatively successful democratization processes and decades of sustained international support, but continue to experience high levels of violence from non‐state actors that prevent or delay the consolidation of democracy. How has international support helped or hindered these processes? This article finds that frequently donors and local stakeholders are vulnerable to the “ownership dilemma.” External donors often focus on strengthening state institutions rather than promoting inclusiveness. This is often the result of institutional capture by local elites that are reluctant to pursue structural reforms. While external support rarely has the influence to decisively shape processes of democratic consolidation, the analysis finds that windows of opportunity may emerge and assist in deepening support for consolidation.     

Barely Bonded: Affective Politics and the Gendered Struggle for Water in Villa El Salvador,Lima, Peru

Qualitative Sociology - Affect is increasingly understood as a critical element of political life and collective action in Latin America and elsewhere. It is critical to generating participation in...     

Operationalizing Social Justice in Social Studies Education

Although social justice is an overarching goal of most every department of teacher education, college of education, and US College or University, it is rarely an identified goal for K–12 schools. We contend that the field of social studies education also substantively focuses on social justice, and as such, this article clarifies the ways in which classrooms can provide a social justice education. In particular, we explore the role of dispositions, reflective thinking, and controversial issues, and the ways in which they position students to understand, confront, and undermine social injustices. Finally, we provide specific curricular ideas and points of departure for middle school and high school social studies teachers to operationalize social justice education within their classes.     

Acculturation,Socioeconomic Factors and Obesity Among Immigrants from El Salvador Living in the Washington,D.C. Area

Abstract

This study examined acculturation, SES and obesity in a convenience sample of 1205 Salvadoran immigrants from the Washington, D.C area. Acculturation was measured by language preference for print and electronic media and years residing in the U.S. Obesity was measured by the percent overweight based on body mass index norms. About 30% of respondents were overweight. Acculturation was positively associated with obesity and together with other variables in the model explained 45% of the variance in obesity. Preference for Spanish media was strongest in the older age group. Doctors and TV were the most frequently cited sources of health information. Social workers and health educators can use this information to develop culturally competent interventions and research in Hispanic populations.     

Social Studies as Social Reconstruction

Research indicates that most American citizens know little about Islam and, specifically, the major differences between Sunni Muslims and Shiite Muslims and why this matters to the United States. Although the two major Islamic factions share many common core beliefs and practices, there are some significant religious and political differences dating back to the disagreement over the succession of leadership in the Muslim community after the Prophet Muhammad died in 632. Indeed, sectarianism has played a pivotal role in the turbulent geopolitics of the Middle East for centuries. Islam must be studied for its contributions and role in world history. Therefore, it is crucial that social studies educators teach not only the core beliefs, rituals, and history of Islam but the differences between Sunni and Shiite Muslims. This knowledge is vital if Americans are to make prudent decisions regarding support for specific foreign policy positions and decisions regarding Islam and Muslim countries. This article describes and explains the differences between Sunni and Shiite Muslims and discusses the implications for the United States and social studies education. Finally, the article shows how Islam can be implemented in the NCSS C3 Framework.     

Social Studies versus Social Science

The authors of this article examine several controversial U.S. monuments and offer teachers a rationale, resources, and suggested activities for incorporating these historical monuments into classroom instruction. The authors discuss why controversial issues should be discussed in the social studies classroom through the critical examination of national monuments. We argue that discussing key social issues through the analysis of contentious monuments will not only provide students with a more complete picture of history but also allow them to develop critical twenty-first-century skills such as visual literacy and understanding multiple perspectives. The focus is to provide secondary social studies teachers with an alternative approach to examining historical monuments and controversial issues through the analysis of contemporary and historical debates regarding the nature of commemoration on the United States’ landscape. A brief rationale for the inclusion of monuments and controversial issues into the social studies curriculum is provided, as well as examples of provocative historic monuments, example activities to teach these monuments, and suggested resources to further examine this topic.     

The Social Studies Teacher and the Course in Occupations

Introducing students to the segregated history of America's public beaches and pools can provide teachers with a novel approach to the study of racism in U.S. history. While most students are aware of segregation in housing, schools, and theaters, many are surprised to learn about the segregated history of America's public waters. This article provides a brief history of America's segregated public beaches and pools using Florida as a case study, offers pedagogic strategies, and presents resources that are helpful for teaching about this important period in U.S. history.     

The Social Studies Curriculum at West Point

This article illustrates the challenges of teaching curriculum within the guidelines of No Child Left Behind. Nine school teachers write and speak about their experiences, what influences their curriculum choices, and how they attempt to incorporate social studies in the elementary classroom. The teachers completed a background survey, wrote about their experiences, and talked about what they went through during a focus group discussion. Teachers believed that accountability measures taken at their schools had affected the amount of instructional time dedicated to social studies and that students’ access to civic knowledge and participatory education have been diminished along with the resources and professional development necessary to teach the subject competently.     

The City: A Social Studies Class

Teaching for economic justice can be challenging for upper elementary and middle school teachers. Many teachers may feel uncomfortable with the subject matter and thus avoid addressing sensitive social issues related to economic/financial inequities. This article describes how selected songs and works of visual art, expressions of social protest and social commentary from past and present, can be used appropriately as starting points for introducing the concept of economic justice. By using principles and strategies of Discipline-Based Arts Education (DBAE) and employing works of art as organizing centers for instruction, potentially sensitive social issues are simultaneously personalized and depersonalized. Music and art provide a relatively safe and comfortable means for teachers to promote student awareness and sensitivity towards economic injustices. Two sample lesson plans, the first for upper elementary students and the second for middle school students, are provided and discussed.     

The University of Melbourne Social Studies Department

Abstract

This article seeks to explore, from a social justice perspective, as an issue of concern to social work, the manner in which the National Competition Policy has legitimated economic rationalism and its impact upon the community. It is argued under the influence of classical liberalism and economic rationalism, as reflected in the National Competition Policy, the value of individuals is being determined in terms of their contribution to the economy. In so doing notions of fairness, social justice and achieving community wellbeing through the promotion of equality, freedom and autonomy for individuals has been abandoned as governments increasingly allow market forces to structure social relations. Instrumental to the manner in which social relations are being restructured is the role of language which has enabled social justice concepts to be presented in terms of individualism.     

The Child Labor Amendment in the Social Studies Class

As part of a geography-based minority recruiting program (MRP), teachers were asked to serve as mentors for teams of high school students interested in both postsecondary education and geography as a major discipline or career path. The goal was to determine whether teacher participation in MRP programs was an effective tool to mentor underrepresented populations in geography. One component of the program evaluation examined the impact of teacher participation in a MRP by analyzing participating teachers’ classroom strategies and students’ performance in the school year following the summer program. Teachers were surveyed and participated in follow-up interviews during the school year following their participation in the MRP to determine the effects of the program's professional development components. The research hoped to reveal: (a) the participant-teachers’ function and role as mentors for students and the changes of participant-teachers’ behaviors, and (b) how any changes in their classrooms have affected their students’ understanding of geography. Data collection, reduction and analysis followed a grounded-theory approach to qualitative research. The research confirmed that participants leave professional development with an increased enthusiasm for and a better understanding of geography that they shared with their colleagues and students. Furthermore, teachers reported overcoming campus and district barriers in order to implement strategies and technologies provided during the MRP. More promising findings validate the prevailing thought that the positive energy of the MRP continues to reach into the classrooms in the following years. By understanding the impacts of professional development on participating teachers, the discipline may better recruit and retain high-achieving minority students.     

Progressivism in Social Studies Teaching

Contemporary global events of the War on Terror, the War on ISIS, and the United States contentious relationship with Muslim societies make it crucial to teach about Islam and Muslims in school. However, negative representations of Islam and Muslims often impede this process. Overcoming these challenges is critical for the development of compassionate and informed students who are capable of thinking critically in a complex and globalized world. This article shows the importance of addressing Muslim representation in the media, debunks myths about Islam and Muslims, and provides concrete classroom recommendations for teachers.