The Silent Classroom: The Impact of Smartphones and a Social Studies Teacher's Response

The accelerated ownership and usage of smartphones and social media presents multiple issues for educators. There is a relationship between smartphones and (a) academic achievement, (b) engagement, and (c) mental health. The purpose of this literature review is to investigate the impact of smartphones and social media on students and how curriculum can best prepare youth for democratic citizenship. The case studies included in this review span beyond the United States due to the insightful research that has been conducted in various locations across the globe. When reviewing the literature, a few themes emerged. First, students who struggle the most academically are the ones who benefit most from the absence of a smartphone. Second, students of color are spending more time on social media and due to the increased exposure to racial discrimination online, academic motivation is decreasing for many of these students. Third, many researchers encourage schools to develop policies to limit smartphone use in the classroom. Finally, it is evident that the social studies curriculum needs to be expanded to include digital citizenship, media literacy, and the potential negative impact of smartphones and social media on students.     

Illegal Aliens,Criminals, and Hypersexual Spitfires: Latin@ Youth and Pedagogies of Citizenship in Media Texts

This article aims to broaden the ways we conceptualize citizenship and implement citizenship education in social studies. To do so, the authors explore media texts as a curricular and pedagogical site for teaching lessons about citizenship. Specifically, the authors investigate how media drafts the boundaries of citizenship for Latin@ youth, and influences how young people come to understand who is and who is not perceived as a citizen entitled to rights and freedoms. Media texts, like formal social studies curricula, are powerful and enduring educators that shape how students know the world and imagine their place in it. Therefore, this article addresses how social studies teachers can integrate media texts into the classroom to explore representations of Latin@s and the impact that media has on our citizenship identities and experiences.     

This Is What Democracy Sounds Like: Protest Performances of the Citizenship Movement in Wisconsin and Beyond

This article is a case study of an ongoing singing protest in Wisconsin, the group that calls itself Solidarity Sing Along (SSA). An offshoot of the 2011 Wisconsin Uprising, for the first 15 months of its existence SSA was an important nexus of local activists working to recall Republican state senators and the governor. After the recall's failure the group not only continued to carry on but quite effortlessly reoriented its claim making and centered its protests on the freedom to assemble and petition the government, which had been an important cause from early on. Maintaining its pro-labor orientation, SSA has become part of a broader movement for democratic citizenship rights. Situating the group in musical practices of the Wisconsin protests and social movements more generally, I show that how SSA makes and performs its music makes it a part of the citizenship movement. This case study reveals a novel form of claim making within the repertoire of contention practiced by social movements: SSA is a ‘part-time occupation’ and as such has potential to be more resilient and durable than ‘permanent’ occupations à la Occupy Wall Street.     

What Does It Mean To Be Patriotic? Policing Patriotism in Sports and Social Studies Education

Authors discuss the relationship between social studies education and patriotism. The authors share two lesson plans (one elementary and one secondary) that examine the racialized and politicized experiences of three professional athletes, Gabby Douglas, Colin Kaepernick, and Megan Rapinoe. Drawing on tenets of critical race media literacy and conceptual understandings of critical patriotism, this article presents two model lesson plans designed to assist teachers in guiding students toward an understanding of patriotism that is critical in nature through promoting informed action inside and outside the classroom.     

Unrolling the Map in American History

Cinematic feature films are a big part of youth popular culture. When blockbuster movies are about historical topics, it is reasonable for teachers to be drawn to using them in the classroom to motivate students interest. This article overviews research on film in the history classroom and describes three learning functions that history movies can have fact and ficion; constructing the past and the people in it; and reacting to the past.     

Arguing for Democracy: A Multimodal Approach to Argumentative Writing Instruction in the Social Studies Classroom

Democratic societies require a citizenry skilled in argumentation. At present, the written argument maintains primacy among communicative modes. Because of its cognitive demands, written argumentation is often difficult to teach. A multimodal approach to writing instruction carries the potential to assist struggling learners. This article outlines an instructional approach in which students engage with a visual argument to better understand the essentials of argumentation, as specified by the Toulmin Method. It asserts that once students have deepened their understanding of argument via a visual mode, they will then be able to apply this understanding to the written mode of argumentation. It concludes with a brief discussion of how students may apply their understanding of multimodal argumentation toward civic engagement.     

Film in History Education: A Review of the Literature

Abstract

This article charts the ways in which film has been included in history education over time and the research that has accompanied this. Through an analysis of historical development, current strands of educational research are realigned according to Epstein’s theory of historical perspectives. Following this, the article presents a thorough critique of research on film in history education and suggests a path for future research based on an informed appreciation of the past.     

Democracy in the Israeli education system: the case of the English matriculation exam

This research investigates the extent to which indices of social justice and democratic rights are expressed in Israel in the crucial national English matriculation exam, as perceived by Palestinian Arab high school pupils studying for these exams and their English teachers. The research employed Critical Theory as a paradigm, case study as a research tradition, and semi-structured interviews and questionnaires as methods. Shohamy’s Democratic Assessment Model provided the basis for the questionnaire items and the interview questions. Freire’s Critical Pedagogy framework was consulted to interpret the findings of the research. The factual findings revealed a proper application of democratic principles in the environment of the national English as a Foreign Language (EFL) testing, yet only with regard to technical matters, while the environment appears to be undemocratic with regard to other essential and critical issues. The conceptual conclusions suggest that when democracy is bent by the governing authority and shaped to serve its interests, it is not only minorities’ education that is affected, but also the education of the majority, and that democracy itself needs to be aided by civil society to ensure a more egalitarian educational reality for all.     

‘Not one of the family’: Gender and precarious work in the neoliberal university

Gender inequality within the university is well documented but proposals to tackle it tend to focus on the higher ranks, ignoring how it manifests within precarious work. Based on data collected as part of a broader participatory action research project on casual academic labour in Irish higher education, the article focuses on the intersection of precarious work and gender in academia. We argue that precarious female academics are non‐citizens of the academy, a status that is reproduced through exploitative gendered practices and evident in formal/legal recognition (staff status, rights and entitlements, pay and valuing of work) as well as in informal dimensions (social and decision‐making power). We, therefore, conclude that any attempts to challenge gender inequality in academia must look downward, not upward, to the ranks of the precarious academics.     

Examining the efficacy of an mHealth media literacy education program for sexual health promotion in older adolescents attending community college

Objective: To determine the feasibility of a mobile health (mHealth), media literacy education program, Media Aware, for improving sexual health outcomes in older adolescent community college students. Participants: 184 community college students (ages 18–19) participated in the study from April–December 2015. Methods: Eight community college campuses were randomly assigned to either the intervention or a wait-list control group. Student participants from each campus completed web-based pretest and posttest questionnaires. Intervention group students received Media Aware in between questionnaires. Results: Several intervention effects of the Media Aware program were significant, including reducing older adolescents' self-reported risky sexual behaviors; positively affecting knowledge, attitudes, normative beliefs, and intentions related to sexual health; and increasing media skepticism. Some gender differences in the findings were revealed. Conclusions: The results from this study suggest that Media Aware is a promising means of delivering comprehensive sexual health education to older adolescents attending community college.     

Fostering Global Citizenship Dispositions: The Long-term Impact of Participating in a High School Global Service Club

To assist teachers in fostering students' global citizenship dispositions through service experiences, this article reports findings from a case study that investigated one high school's global service club and its impact on former club members' global awareness and global citizenship dispositions. Data were collected from Web-based documents and interviews with the faculty advisor and four former members. Data were analyzed by using the constant comparison method to elicit the following findings: (1) fundraising and awareness campaigns, when connected to a larger global service network, can act as viable local actions to combat global poverty; (2) club involvement can produce adults who feel more globally aware, but who do not necessary display critical understandings of global issues; and (3) club involvement can have a positive impact on global citizenship dispositions as participants reported feelings of empowerment and personal/social responsibility, yet no former club members continued participation in global service initiates as adults. Findings suggest the need for structural support when establishing high school global service clubs and, to optimize critical justice aims, local service actions should be tied to a more formal global citizenship curriculum.     

Network structures in cross-movement talk: Democracy Now!, 2003-2013

ABSTRACT

As organizers often remind us, we need to work across movements if we are to make substantive social change. Such talk is central to how we understand what social movements are and how we can work together. But how is that talk structured, and how might we theorize structural change over time as movements emerge and subside? This paper outlines several key considerations in the social construction of cross-movement relations between 2003 and 2013 on a daily independent broadcast news magazine program in the United States. Drawing on relational sociology and network studies, I offer a framework for understanding the changing structure of cross-movement talk as an interplay of a) the narrative clustering of movement labels, and b) the bridging of cross-cluster narrative divisions. Using positional network analysis, I first chart the movement canon – those movement labels that were used year after year for structuring the cross-movement field – and trace how key labels were used as bridging leaders during two periods of mass-mobilization. I then compare the narrative environment over time as it moved between more segmented and pluralistic structural characteristics, culminated in periods of narrative convergence in 2008 and 2011 around the Obama presidential election and the Occupy movement. By examining the overall structure of cross-movement talk in broadcast news programming, I illustrate how movement labels themselves are used by hosts and guests to facilitate the social construction of emergent movement clusters, and point to strategies for future application and analysis in cross-movement organizing.     

Internet risks and expert views: a case study of the insider perspectives of youth workers in Hong Kong

This study collects and analyses the viewpoints of front-line youth workers regarding the notion of ‘Internet risks’. Previous studies have examined and discussed various dangers of the Internet. Parental, school, and governmental interventions are often called for by those concerned. The implicit assumption is that these are the people who possess the expertise to tackle the problems at hand. Through participation in three forums focusing on ‘Internet risks’, and in-depth interviews with 10 such ‘experts’ in Hong Kong, the study examines if this is a valid assumption. It finds that experts perceive Internet risks rather differently. In addition to the more conventional views about content, contact and conduct risks, our interviewees are aware that a new order is quickly emerging in the new media environment. Despite being considered as ‘experts’, they do not necessarily know how to tackle the so-called ‘youth-at-risk’. Rather, they are exploring how they would capitalize on the opportunities offered by the developments. The key findings highlight the need to critically review the notion of ‘Internet risks’. As with other risk frameworks, the ultimate aim is to develop intervention programmes. In this regard, risks are often treated as concrete problems that can be solved. Youth experts, however, find that the changing scope, speed and persistence of communication in today's information society present the biggest challenge in youth work. The existing framework of risks was unable to describe and account for such risks. In response, Internet risk has to be reconceptualized so that more updated, relevant and imaginative intervention can be introduced.     

The Gendered State of Business: Gender,Enterprises and State in Israeli Society

Whether the state provides different entrepreneurial opportunities for women and men and how is an issue rarely discussed in the growing literature concerning gender and organizations. Integrating gender and organization literature with political theories of the state, this paper compares women's entrepreneurship in one setting (Israeli society) across two time periods: before and after the foundation of a sovereign state. Our analysis identifies three manifestations of the gendering state through which it moulds business opportunities of men and women entrepreneurs. We examine how these manifestations: the delegation of economic actors, managing interactions between individuals and institutions, and administering a bureaucracy, shape access to capital and the structure of networks. The article contributes to the existing scholarship by extending the understanding of direct and indirect influence of the state on the reproduction of the image of the ideal entrepreneur and on gender differences in entrepreneurial activity.     

Practice in Formulating Public Opinion

The social studies classroom can and should be a place where students learn critical thinking skills, but too often, especially in the middle grades, students are asked to focus on discrete facts on which they can be tested. The purpose of this article is to suggest that sixth graders can learn the critical thinking skills of “historical thinking” by discussing big ideas and essential questions and to provide a framework for a middle school unit of study on Ancient Egypt.     

New methodologies for the 2001 Census in England and Wales

This paper looks at the significant innovations that are being introduced into the 2001 Census in England and Wales. Whilst the traditional concept of collecting information from each person and household in the country at a fixed point is being adhered to, in virtually every other respect the Census in 2001 will be very different from those that have preceded it.     

Current Events in the Secondary School

This article examines children's literature that depicts people undergoing political conflict and war in a post-WWII era. These books portray political conflicts, refugees' relocation, and settlement in different countries. Using these books with drama inspired activities can help students gain awareness and empathetic attitudes toward those in a global community.     

Status of Sociology in High Schools

The role of literacy instruction—and more specifically the ability to read critically—in democratic and Social Studies education has not been fully or explicitly explored. This gap is also strikingly evident in the reluctance of many Social Studies teachers to incorporate reading instruction into their practice. In this paper we describe our efforts to engage preservice middle grades Social Studies teachers in critical literacy practices as a first step toward more effectively and meaningfully integrating reading instruction into Social Studies education.