Journal of International Social Studies has just published its latest issue at https://www.iajiss.org/index.php/iajiss. I invite you to review the Table of Contents and abstracts here and then visit our web site.
Thanks for the continuing interest in our work,Table of Contents/Abstracts
From the Editor
Developing Globally Competent Teacher Candidates Through Cross-Cultural Experiential Learning
Michael A Kopish, Bahman Shahri, Mohamed Amira
Abstract: An emerging imperative for teacher preparation programs is the development of globally competent teacher candidates. Employing a convergent parallel mixed methods design, the researchers analyzed data from Asia Society's Global Competencies (2008) survey, critical reflection journals, course assignments, and field notes of 124 undergraduate teacher candidates enrolled in two teacher preparation courses during three academic years. Findings demonstrate candidates' perceptions of learning experiences and the extent to which the experiences contributed to the development of global competencies. For educators, the study provides examples of cross-cultural experiential learning that contribute to the development of globally competent teacher candidates
Exploring controversial issues in elementary social studies
Danielle Linowes, Thomas Misco, Li-Ching Ho, Megan Stahlsmith
Abstract: This article addresses the importance of teaching controversial issues, especially within elementary school contexts. In particular, the article explores the underlying elements of justice within controversies and demonstrates the way in which teachers might explore procedural justice within an elementary classroom.
Teacher as Stranger: "Releasing" Imagination for Teaching Controversial Public Issues
Abstract: This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about teaching controversial public issues and create possibilities for their students to imaginatively engage with controversial public issues. Findings illuminate that these teachers challenge the stereotype of Asian teachers as always following a centralized curriculum; they instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers' curricular-instructional decisions and increased autonomy and authority.
Rethinking Belonging in Western Nations: Theorizing the Public Commons as a Shared Pluralistic Community
Catherine A Broom
Abstract: Western nations are becoming increasingly socially and ethnically diverse. National policies aim to address this diversity through policies such as multiculturalism in Canada, which promotes appreciation for cultural pluralism. However, policy rhetoric can hide social issues related to increasing diversity. Using Canada as a case study discussion, this article begins by reviewing some of the issues associated with increasing social and ethnic diversity, including racism and conflict over values, and then discusses these issues in relation to contemporary political concepts which aim to build social harmony. It argues that we need to rethink how we understand diversity within a communitarian conception of community, theorized as that of the public commons. The article concludes with recommendations that aim to improve citizenship education, with a focus on increasing youth's knowledge of civic life, particularly their understanding of this concept of the public commons.
Multicultural Education Based in Local Wisdom of Indonesia for Elementary Schools in the 21st Century
Ady Ferdinan Noor, Sugito pp. 93-106
Indonesia consists of a variety of tribes, religions, races, and groups that exist on islands that spread from Sabang to Merauke. The wealth of ethnic diversity in Indonesia should be an advantage to unite the nation, but the reality in the field of cultural gatherings raises new conflicts, based on increasing social conflict in the community. In 2013, there were 92 total conflicts, in 2014 here were 83 conflicts; and in 2015 in the middle quarter, social conflicts originating from ideology, politics, economics, and social culture amounted to 20 cases. Local wisdom in each community is a reflection of an integrated (holistic) philosophy of life. Citizenship learning models depend on teachers, who develop materials by integrating contexts with the values of the philosophy of local wisdom. These models can be interpreted as multicultural education based on local wisdom.
Reframing Immigration as an Issue of Freedom Within the U.S. Classroom
William McCorkle pp. 107-123
Immigration is currently one of the most contentious issues in both the United States and in much of the world. In order to confront powerful xenophobic narratives, there have been theoretical arguments for a more open and inclusive immigration system. Most of the arguments for this more inclusive system are based in the ideas of compassion and justice. Though these ideas can be helpful in certain contexts, the contention of this article is that the idea of freedom is the most transformative framework for a more inclusive immigration system, particularly in the United States with its historical focus on individualism and liberty. This idea of immigration as a form of freedom is especially pertinent to introduce into the social studies classroom in the midst of the contentious debate on immigration. This articles both looks at the theoretical basis for reframing immigration as an issue of freedom and suggestions for how teachers can introduce this perspective to their students.