The Use of Current Events Magazines

History is often viewed unfavorably by students. In this article the author asserts that students’ disfavor of history may originate from the narrow pedagogical flavor of the history class. The purpose of this article is to describe the three traditions of history education, with their accompanying strengths and weaknesses. Three sample lessons on immigration in United States History are provided to illustrate how these three traditions of history education may actually harmoniously coexist within a history curricula as a means to meet the learning needs of students.     

Training for Civic Leadership

In this article, the authors offer social studies educators a way to deepen students' understanding of civil disobedience as a democratic and nonviolent means of instigating social change. The authors explore the concept of civil disobedience from a historical perspective and examine the justifications and ramifications of each historical example. In addition, they provide several examples of events that are often mistakenly categorized as civil disobedience. Through these examples, the authors develop a sound definition of the concept, while explaining its application to contemporary society. In actualizing the significance of civil disobedience in the secondary social studies classroom, the authors use five components: the historical importance of civil disobedience, the concept of civil disobedience, the argument for civil disobedience, the argument against civil disobedience, and teaching about civil disobedience. They also incorporate civil disobedience into a lesson plan.     

Careers in the Social Sciences

Thought experiments enable students to think about persistent social issues by drawing on both knowledge and imagination. In this article, the author provides examples of thought experiments found in literature for adults and middle school students, a rationale for doing thought experiments in the classroom, a step-by-step procedure to follow, and a rubric for evaluating student work. A sample of one student's work illustrates the process. The author also recommends several nonfiction books that can be used to jump-start thought experiments. By encouraging students to link past experiences with present concerns, thought experiments illustrate the relevance of the social studies.     

From ‘whiteman in rags’ to revolutionary nationalist: Patrice Lumumba 1925–1960 1

Patrice Emery Lumumba (1925–1961) is perhaps the most famous leader of African independence. After his murder in 1961, he became an icon of anti‐imperialist struggle. His picture was brandished on demonstrations across the world, together with those other faces of the 1960s, Che Guevara and Mao Tse‐Tung. The subject of this article is the life of Patrice Lumumba before he came to power in 1960. Lumumba was born in Kasai province in the centre of the Belgian Congo. After a few years of intermittent schooling, he left for the regional capital Stanleyville, where he became a post office clerk. Soon Lumumba became a prominent member of the évolue, those Africans hand‐chosen by the Belgians to run the colonial state. As the pace of political change quickened in the 1950s, he became an unruly subject and underwent a fascinating transformation – from praising the Belgian’s civilising mission in the Congo to radical nationalism. Most academic work is based on the last dramatic year in Lumumba’s life. Based on original interviews and sources largely unknown to an English‐reading audience, this article argues for the importance of understanding Lumumba’s entire life to make sense of his rapid political evolution and the trajectory of political change in the Congo.     

Being neither Pollyanna nor Henny Penny: Responding to McDonald and Jones

Abstract

This paper provides an account of the earliest contributions to family theory and practice by social workers, beginning in the late nineteenth century. The paper argues that the first widespread practice of ‘family work’ by the helping professions was carried out by social workers, primarily women, despite this being rarely acknowledged in the family therapy literature. An analysis of gender and its place in the development of professional status and the ownership of ideas is provided.

Summary

This paper has traced the place of the family in social work theory and practice since the beginnings of the profession, with a particular focus on theoretical developments in social work in the United States. A number of points have been argued. Firstly, there is significant historical evidence that social workers, most of them women, pioneered family work many decades before the term ‘family therapy’ was invented. This directly challenges the claim made by a number of family therapy historians that work with families was pioneered by psychiatrists in the 1950s and 1960s. It is argued here that this discrepancy is largely a result of differences in professional power and gender status.

Secondly, it is argued that the impact of psychoanalytic theory on social work was profound, not only in terms of how it might have distracted the profession from further developing its early family systems focus, but also in how its multidisciplinary practice tended to place social workers, again mostly women, in somewhat limited and prescribed positions.

In addition, it is argued that social work's emphasis on the family and family intervention has waxed and waned due to these concepts not appearing to fit neatly into divisions between fields of practice, such as casework, group work and Community development. While social work struggled with finding a place for the further development of family social work theory, the rapidly growing domain of family therapy quickly colonised this field of practice, giving little credit to the ground already laid by social workers.     

Book Reviews

Abstract

This paper explores the emergence of the social work profession in Western Australia from beginnings in the 1920s through to 1970 when the first local graduates gained employment. The authors illustrate how WA's history both connects with and diverges from patterns of the profession's development in more populous states, througt, the use of interviews conducted with pioneering social workers These oral histories illuminate how gender, class and other markings of privilege and power framed, and were framed by, the education, practice, sites of practice and career paths of social workers in the early years. Two interacting themes identified in this research were restricted employment possibilities for social workers in the State and a lack of locally available professional education until the mining boom of the sixties. The paper concludes by listing six lessons for current practitioners: the transcendent importance of reading contexts; identifying and developing relevant sites of practice; maintaining flexible boundaries of professional practice; being able to articulate a dynamic value base to drive practice; the importance of practitioners in shaping education, and continuing practitioner reflexivity.     

口述史与重庆妇女抗战

尽管近年来抗战史研究已经受到越来越多的学术关注,但口述史,特别是研究重庆妇女与抗战的口述史还没得到相应的关注。事实上,口述史对研究妇女抗战史具有重要作用。它使我们了解中国的抗日战争是一个性别化了的课题,注重抗战时期中国普通妇女日常生活的重要性,重新思考“反抗侵略”在中国抗日战争史中的释义,并重新思考中心与边缘的问题。口述史不仅可以为我们提供文字档案鲜有的资料,还可以帮助我们开拓新的抗战妇女研究的视野。     

被遗忘的美丽——女性音乐史的特点及新史学对西方音乐研究的影响

20世纪70年代以来,由于史学观念的演变,美国的西方音乐研究产生了诸多变化,其中最为突出的现象便是女性音乐史的产生。在完全由男性主宰的音乐史之外,女性主义创造了新的历史——女性音乐史。女性音乐史的出现使传统西方音乐研究首次关注女性＂他者＂的音乐文化,并扩大了史料研究的范围,打开了研究思路,拓宽了研究视野,为西方音乐研究增添了新的血液。     

数学教育的人文化

数学教育的人文化有着深刻的哲学和史学根源。数学教育人文化表现在数学课程的人文化、数学教学的人文化和数学教育研究的人文化等方面。数学史的学习与教学渗透是实现数学教育人文化的有效途径之一。