Showing papers in "The Social Studies in 1997"
TL;DR: Gole's sociological approach, employing a number of personal interviews, allows for both a detailed case study of these young Turkish women who are turning to the tenets of fundamental Islamist gender codes, and for a broader critique of Eurocentrism and the academic literature regarding the construction of meaning.
Abstract: This book by prominent Turkish scholar Nilufer Gole examines the complex relationships among modernity, religion, and gender relations in the Middle East. Her focus is on the factors that influence young women pursuing university educations in Turkey to adopt seemingly fundamentalist Islamist traditions, such as veiling, and the complex web of meanings attributed to these gender-separating practices. Veiling, a politicized practice that conceptually forces people to choose between the "modern" and the "backward," provides an insightful way of looking at the contemporary Islam-West conflict, shedding light on the recent rise of Islamist fundamentalism in many countries and providing insight into what is a more complex phenomenon than is commonly portrayed in accounts by Western journalists.Gole's sociological approach, employing a number of personal interviews, allows for both a detailed case study of these young Turkish women who are turning to the tenets of fundamental Islamist gender codes, and for a broader critique of Eurocentrism and the academic literature regarding the construction of meaning. Both perspectives serve as a springboard for the launching of theoretical innovations into feminist, religious, cultural, and area studies."A timely book, whose publication in English will contribute to a variety of scholarly debates. It promises to be provocative and widely read among scholars interested in issues of modernism and identity, women's social movements, the status of women in Islamic societies, and the broader issues of public versus private spheres." --Nilufer Isvan, State University of New York, Stony Brook"The Forbidden Modern: Civilization and Veiling "was originally published as "Modern Mahrem" by the Turkish publisher Metis and has been translated into French, German, and Spanish. Nilufer Gole is Professor of Sociology, Bogazici University.
581 citations
95 citations
TL;DR: In this paper, teaching historical thinking in the Social Studies Methods Course: A Case Study, the authors present a case study of a teacher who teaches historical thinking to students in a social studies course.
Abstract: (1997). Teaching Historical Thinking in the Social Studies Methods Course: A Case Study. The Social Studies: Vol. 88, No. 3, pp. 121-126.
69 citations
TL;DR: In this paper, the challenges of teaching social studies methods to Preservice Elementary Teachers are discussed. But they do not consider how to teach them to Preserve Elementary Teachers. The Social Studies: Vol 88, No. 3, pp. 113-120.
Abstract: (1997). The Challenges of Teaching Social Studies Methods to Preservice Elementary Teachers. The Social Studies: Vol. 88, No. 3, pp. 113-120.
49 citations
TL;DR: In this article, community service learning and the Social Studies Curriculum: Challenges to Effective Practice, the authors present a set of challenges to effective practice in the social studies curriculum.
Abstract: (1997). Community Service Learning and the Social Studies Curriculum: Challenges to Effective Practice. The Social Studies: Vol. 88, No. 5, pp. 197-202.
26 citations
TL;DR: In this paper, Navigating the Unity/Diversity Tension in Education for Democracy, the authors present an approach for navigating the Unity and Diversity Tension of education for democracy.
Abstract: (1997). Navigating the Unity/Diversity Tension in Education for Democracy. The Social Studies: Vol. 88, No. 1, pp. 12-17.
21 citations
TL;DR: In this paper, Scaffolding Students' Reading of History is used to support students' reading of history in the context of social studies, and the authors propose a framework for reading history.
Abstract: (1997). Scaffolding Students' Reading of History. The Social Studies: Vol. 88, No. 3, pp. 134-138.
20 citations
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TL;DR: In a speech given by Larry Diamond to those participating in the 1996 Civitas Panamericano Conference in Buenos Aires, Argentina as mentioned in this paper, Dr. Diamond included a comprehensive survey of the state of stable, liberal democratic government in the Americas.
Abstract: The following article is an excerpt of a speech given by Larry Diamond to those participating in the 1996 Civitas Panamericano Conference in Buenos Aires, Argentina. In his speech, Dr. Diamond included a comprehensive survey of the state of stable, liberal democratic government in the Americas. He outlined the multiple levels of development required to achieve stable, liberal democratic institutions, but he focused the major portion of his address on that one level “indispensable for a stable, liberal, and effective democracy”—the individual citizen. At that level, civic education, both formal and informal, is required. The editors of The Social Studies offer readers Dr. Diamond's concept of educating for democracy, hoping that the excerpts will result in our readers' critical reflection on the revival of civic education in the United States and in other parts of the Americas.
TL;DR: In this article, the authors discuss the "things that make you go "Hmmm" "problems" in the elementary social studies classroom, and propose a method to solve them.
Abstract: (1997). Things That Make You Go “Hmmm… ”: Creating Inquiry “Problems” in the Elementary Social Studies Classroom. The Social Studies: Vol. 88, No. 2, pp. 71-77.
TL;DR: In this paper, the authors present a portfolio assessment in Middle-School and High-School Social Studies Classrooms, focusing on the evaluation of the students' performance in the assessment.
Abstract: (1997). Portfolio Assessment in Middle-School and High-School Social Studies Classrooms. The Social Studies: Vol. 88, No. 2, pp. 65-69.
TL;DR: The Bibliographic Resources for School-Based Community Service Learning (BRCL) as mentioned in this paper is a collection of resources for school-based community service learning, which includes a number of tools and resources.
Abstract: (1997). Bibliographic Resources for School-Based Community Service Learning. The Social Studies: Vol. 88, No. 5, pp. 220-224.
TL;DR: In this paper, the issues related to teaching generalizations in elementary social studies are discussed in the context of elementary social science education, and the authors propose a framework to deal with these issues.
Abstract: (1997). Issues Related to Teaching Generalizations in Elementary Social Studies. The Social Studies: Vol. 88, No. 2, pp. 78-82.
TL;DR: The National History Standards and George Washington as mentioned in this paper were used to define the first three levels of the United States Social Studies: Vol. 88, No. 4, pp. 159-162.
Abstract: (1997). The National History Standards and George Washington. The Social Studies: Vol. 88, No. 4, pp. 159-162.
TL;DR: Perez-Stable as mentioned in this paper presents a sample of the rich Hispanic folktales currently available for children, including creation and religious stories, which can be integrated into the social studies curriculum in one fashion or another.
Abstract: With “Keys to Exploring Latino Cultures: Folktales for Children,” Professor Perez-Stable gives readers a sample of the rich Hispanic folktales currently available for children. The folktales come in colorfully illustrated picture books, making them all the more enjoyable to read. Although the largest group of folktales falls into the category of creation and religious stories, all can be integrated into the social studies curriculum in one fashion or another. As delightful as these folktales, legends, fables, and myths may be, however, a real possibility of misusing this valuable resource exists. Too often the ambiguity of the subject area results in a hodgepodge of curriculum “odds and ends,” with social studies becoming whatever one wants it to be. Folktales should enhance but not replace or interrupt a social studies program. Indeed, the potential for reinforcing Hispanic stereotypes is strong if the folktales are not understood within an appropriate historical, geographical, and social contex...