Download or read book Democracy and Social Justice Education in the Information Age written by Angelo J. Letizia and published by Springer. This book was released on 2016-12-19 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents educators with research-based strategies to promote civic education in their classrooms. Going beyond theory and measures of achievement, these methods focus on information location, evaluation and activation, dialogue in the classroom, understandings of discourse in popular culture and policymaking, and understanding the role of STEM disciplines in democracy. The author also furthers considerations of how the political process can provide meaning and new visions of justice in a globalized world, and advance student leadership and academic writing in the information age. As the world faces unprecedented levels of poverty, wealth disparity, environmental destruction, and ethical questions regarding biotechnology, the United States needs knowledgeable citizens to effectively deal with these issues. Letizia provides teachers and teacher educators with the needed methods to foster these types of democratic considerations.
Download or read book Education for Democracy written by Steven P. Camicia and published by IAP. This book was released on 2021-01-01 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a vision of education for democracy built around promoting equity and social justice. In doing so, Camicia and Knowles challenge many of the common perspectives of democratic education, deliberation, and the common good. The authors have published widely on the topic of education for democracy. This book builds upon their work to assist practicing teachers, teacher educators, graduate students, and educational researchers in understanding the background of education for democracy, as well as new directions for the field. While one of the primary goals of public schools is to teach students how to build better communities, this goal is increasingly difficult given the degree of political polarization within societies. Recent events provide no shortage of challenges to democracy in the United States and beyond. Utilizing theory and research, Camicia and Knowles promote instructional methods that are responsive to changing cultural and political contexts. There is an increasing need to rethink democratic principles and how these principles might be supported in classrooms in order to teach for social justice. This requires a move away from often stated idealistic notions of deliberative democracy, toward a perspective of education for democracy that incorporates aspects of identity, interests, and inequitable power relations within society.
Download or read book ICT for Education Development and Social Justice written by Charalambos Vrasidas and published by IAP. This book was released on 2009-03-01 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. The objectives of this book are: - To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; - To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; - To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world
Download or read book Technology For Transformation written by Libbi R. Miller and published by IAP. This book was released on 2016-04-01 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP’s 2009 publication, ICT for Education, Development and Social Justice. The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.
Download or read book Service Learning to Advance Social Justice in a Time of Radical Inequality written by Alan S. Tinkler and published by IAP. This book was released on 2015-12-01 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: When considering inequality, one goal for educators is to enhance critical engagement to allow learners an opportunity to participate in an inquiry process that advances democracy. Service?learning pedagogy offers an opportunity to advance engaged?learning opportunities within higher education. This is particularly important given the power dynamics that are endemic within conversations about education, including the conversations around the Common Core, charter schools, and the privatization of education. Critical inquiry is central to the ethos of service?learning pedagogy, a pedagogy that is built upon community partner participation and active reflection. Within higher education, service?learning offers an important opportunity to enhance practice within the community, allowing students to engage stakeholders and youth which is particularly important given the dramatic inequalities that are endemic in today’s society.
Download or read book E Learning and Social Media written by Elinor L. Brown and published by IAP. This book was released on 2016-05-01 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/non-exploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multi-disciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today’s students is crucial to gleaning the social and cultural advantages of a contemporary global society that encourages full and equal citizenship. Citizenship education refers to two understandings of citizenship: as belonging and as engagement. The first is focused on national identity and valorizes the values of justice and democracy, as well as language and culture as the roots bridging the personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the ‘roots’ with ‘roads’, with the choices made by the individual, with the capacity to form and develop the child’s personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation “Y” with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citizenship by opening more avenues for the intersection of Internet, imagination, and exploration. Volume 10, E-learning & Social Media: Education and Citizenship for the Digital 21st Century, addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the Internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenges and benefits of social media on student self-identity, collaboration, and academic engagement; shares promising practices associated with technology in education and e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.
Download or read book Education Justice Democracy written by Danielle Allen and published by University of Chicago Press. This book was released on 2013-03-04 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines. The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.
Download or read book Democracy at a Crossroads written by Gregory L. Samuels and published by IAP. This book was released on 2019-06-01 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time of questionable civility in American politics, democratic education appears to be at a crossroads. As we consider how to best explore democracy and foster a more civically-engaged populace in the current socio-political context, it is critical to examine what frames our educational systems, policies, and practices and shapes our civic identity. While teachers struggle with decreased instructional time for social studies and the demands of standardized tests, the social sciences are often pushed to the margins. Reflecting on how to negotiate local, state, national, and global tensions related to policy and practice, educators work to do what is best to equip students to foster democratic citizenship and ideals. Social sciences educators are uniquely positioned to embrace a journey that upholds democratic ideals of equality, freedom, and justice, while simultaneously critiquing inequity and injustice in schools and our society. The contributors to this volume situate a variety of discussions within the context of the crossroads and explore how to negotiate, translate, and reconceptualize our own beliefs and positionings in ways that positively influence and empower students, teachers, teacher educators, and education policy makers. Studies are presented related to civic education, cross-cultural interpretations, emotional citizenship, international economics, and race-consciousness, as well as those that discuss how to challenge dominant narratives and negotiate educational policies and practices.
Download or read book Democracy and Decency written by Paul R. Carr and published by IAP. This book was released on 2016-02-01 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces. This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be? This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy? Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.
Download or read book Voices of Social Education written by Bernardo E. Pohl and published by IAP. This book was released on 2021-02-01 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy of Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter--a common space-- where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
Download or read book Re Envisioning Education and Democracy written by Ruthanne Kurth-Schai and published by IAP. This book was released on 2006-09-01 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fate of public education and therefore the future of our democracy is at risk. Powerful forces are eroding commitment to public schools and weakening democratic resolve. Yet even in deeply troubling times, it is possible to broaden social imagination and empower efforts toward systemic progressive reform. This book is an invitation for widespread participation in a complex process—re-envisioning education and democracy. To reenvision—to envision and then envision again—is to join with others in imagining new possibilities and bringing these into existence. Re-envisioning is a radically social process. Although distinct and varied individual contributions are required, transformative visions cannot be advanced through the agency of one charismatic person, or bound by one influential perspective. The process of re-envisioning, like all forms of democratic living and learning, draws energy and insight when connection and communion are sustained across dimensions of difference. Re-envisioning is an intensely creative and exploratory process. It is not accomplished through careful construction of “best laid plans” aimed at attaining certainty and control. Re-envisioning is instead experienced and evolved by preparing for, and then acting on, informed and strategic glimpses. These brief and fleeting impressions—multimodal and multi-sensory, incomplete and ambiguous, always in motion—offer potentials, but no definitive answers. Re-envisioning is a profoundly ethical and aesthetic process, centered in prospects for social justice, compassion, reform, and renewal. Social movements are rarely motivated by commitments to narrow objectives aimed at solving specific problems. Across time and cultures we are drawn to persons and processes, to ideas and images, that call us back to remember our highest principles, and move us forward to respond with acts of integrity and grace. Recurrent themes of beauty and power—here mirrored in chapter titles—inspire, guide, and liberate collective vision and principled action. Re-envisioning, although accessible to all, remains largely undeveloped and underutilized. Our collective ability to realize progressive aspirations for education and democracy can be significantly enhanced by integrating the process of re-envisioning with other, more familiar, educational and political reform strategies.
Download or read book Democratic Education for Social Studies written by Anna S. Ochoa-Becker and published by IAP. This book was released on 2006-12-01 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent back-to-the-basics rhetoric of the ‘70s and ‘80s. This curriculum urged attention to democratic practices and curricula in the school if we wanted to improve the quality of citizen participation and strengthen this democracy. School practices during that period reflected a much lower priority for social studies. Fewer social studies offerings, fewer credits required for graduation and in many cases, the job descriptions of social studies curriculum coordinators were transformed by changing their roles to general curriculum consultants. The mentality that prevailed in the nation’s schools was “back to the basics” and the basics never included or even considered the importance of heightening the education of citizens. We certainly agree that citizens must be able to read, write and calculate but these abilities are not sufficient for effective citizenship in a democracy. This version of the original work appears at a time when young citizens, teachers and schools find themselves deluged by a proliferation of curriculum standards and concomitant mandatory testing. In the ‘90s, virtually all subject areas including United States history, geography, economic and civics developed curriculum standards, many funded by the federal government. Subsequently, the National Council for the Social Studies issued the Social Studies Curriculum Standards that received no federal support. Accountability, captured in the No Child Left Behind Act passed by Congress, has become a powerful, political imperative that has a substantial and disturbing influence on the curriculum, teaching and learning in the first decade of the 21st century.
Download or read book Democracy and World Language Education written by Timothy Reagan and published by IAP. This book was released on 2022-02-01 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges the reader to consider issues of language and linguistic discrimination as they impact world language education. Using the nexus of race, language, and education as a lens through which one can better understand the role of the world language education classroom as both a setting of oppression and as a potential setting for transformation, Democracy and World Language Education: Toward a Transformation offers insights into a number of important topics. Among the issues that are addressed in this timely book are linguicism, the ideology of linguistic legitimacy, raciolinguistics, and critical epistemology. Specific cases and case studies that are explored in detail include the contact language Spanglish, African American English, and American Sign Language. The book also includes critical examinations of the less commonly taught languages, the teaching of classical languages (primarily Latin and Greek), and the paradoxical learning and speaking of “critical languages” that are supported primarily for purposes of national security (Arabic, Chinese, Farsi, Russian, etc.).
Download or read book Doing Democracy written by Darren E. Lund and published by Peter Lang. This book was released on 2008 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this provocative collection of essays with a distinctly critical and nuanced approach to how democracy is taught, learned, understood, and lived, authors from four continents share their visions on how democracy needs to be cultivated, critiqued, demonstrated, and manifested throughout the educational experience. The collective concern is how we actually do democracy in education. The essays argue that democracy must be infused in everything that happens at school: curriculum, extra-curricular activities, interaction with parents and communities, and through formal organization and structures. One of the book's central questions is: Are educators merely teaching students skills and knowledge to prepare them for the world of work, or is education more about encouraging students to thrive within a pluralistic society? This book reveals that democracy is an ethos, an ideology, a set of values, a philosophy, and a complex and dynamic terrain that is a contested forum for debate. From seasoned veterans to emerging scholars, these writers challenge the idea that there is only one type of democracy, or that democracy is defined by elections. Using a range of theoretical, conceptual, and methodological approaches, each essay makes a compelling case for how education can advance a more critical engagement in democracy that promotes social justice and political literacy for all. Diverse examples illustrate the theme of doing democracy. With its numerous models for teaching and learning to encourage critical thinking and engagement, this book is certain to be an invaluable resource to educators, researchers, students, and anyone with a passion for democratic ideals.
Download or read book ICT for Education Development and Social Justice written by Charalambos Vrasidas and published by Information Age Pub Incorporated. This book was released on 2009 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: A volume in Current Perspectives on Applied Information Technologies Series Editors Charalambos Vrasidas and Gene V Glass This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. ENDORSEMENT: This book's central and critical premise, namely that we have now to analyze critically how information and communication technologies can be better used to promote development and social justice, makes it especially timely now that the computer can be said to be part of a global system. - John Willinsky, Stanford University The objectives of this book are: . To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; . To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; . To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world"
Download or read book Democracy and Multicultural Education written by Farideh Salili and published by IAP. This book was released on 2010-04-01 with total page 395 pages. Available in PDF, EPUB and Kindle. Book excerpt: Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country’s constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today’s increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching them values of harmony, collectivism and conformity as opposed to the culture of their host country emphasizing individualism and cherishing differences. Hence, in multicultural societies development of pluralistic democracy, a democracy which includes respect for diversity is essential. A truly multicultural education which is based on the assumption that different cultures will be equally represented in education goes a long way towards education for democratic citizenship. Such an education would make students aware of issues of human rights and justice and encourage them to define their own values and ways in which they could contribute to a better world. The aim of this volume is to provide a forum for discussion of how multiple social perspectives and personal values can be brought together on common grounds around matters related to democracy. Contributions from research, and scholarly theoretical work as well as presentation of existing creative models of democracy education will be included. Authors from the major democracies will comment on the models and practice of multicultural education in their respective countries, to facilitate discussion and learning from each others’ experiences.
Download or read book Social Studies Teacher Education written by Christopher C. Martell and published by IAP. This book was released on 2017-10-01 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and high-profile police killings of unarmed Black and Brown people, the persistence of global terrorism, a large-scale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (Cochran-Smith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?