EDUCATING ABOUT SOCIAL ISSUES IN THE 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

This volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volumes I and Volume 2 focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-à-vis addressing social issues in the classroom. Volume 3 addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research- and practice-oriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern. The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decisionmaking Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curriculum model; Science Technology Society (STS); addressing social issues in the English classroom; genocide education; interdisciplinary approaches to incorporating social issues into the curriculum; critical pedagogy; academic freedom; and teacher education.

Over the course of the past decade and a half, we, Samuel Totten and Jon E. Pedersen, have co-edited a series of books on teaching and learning about social issues. Our goal has been to build a series that would broadly represent the work that has been undertaken over the past 110 plus years related to the field of teaching and learning about social issues. As we created and added to the series (see for example: Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field; Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education; Teaching and Studying Social Issues: Major Programs and Approaches), we came to the conclusion that the development of an annotated bibliography of the key works (books, chapters, articles, reports, and research) on a wide-range of issues/topics germane to teaching and learning about social issues was a logical addition to the series. In Educating About Social Issues in the 20th and 21st Centuries Volume 1: A Critical Annotated Bibliography (which was published in early 2012), the focus was on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues. This new book constitutes Volume Two in the series entitled Educating About Social Issues in the Twentieth and Twenty First Centuries and picks up where Volume One left off. Included in this book are the pioneering works of the following: Boyd Bode, Alan F. Griffin, G. Gordon Hullfish, Richard Gross, Robert Yager, and James Banks. Collectively, their work on social issues spans the period between the late 1930s through the present (with James Banks and Robert Yager continuing to publish through today). As for the subjects/topics (other than pioneers of teaching about social issues) addressed in this volume, they are: Issues-Centered Approaches to Teaching Geography, Addressing Social Issues in Sociology and Anthropology Courses, Peace Studies, The Vietnam War, and LBGT.

"Education in America introduces readers to social inequality in education in the U.S. The book highlights findings from current, rigorous sociological research, covering patterns and trends in inequality in education by socioeconomic background, race, and gender, and framing them in the context of current issues and controversies such as expanded accountability and school choice policies. This book sheds light on the complexity of inequality in schools--that inequality is difficult to attribute to a single factor or explanation, and that it works differently by socioeconomic status, race, and gender. This complexity, in turn, complicates possible overarching policy solutions"--Provided by publisher.

America’s schools are constantly in the news today for safety concerns, contested curricula, teacher quality, test scores, and a variety of other topics. Although most people spend at least 12 years in school systems, they know little of the history or evolution of American schooling. The collection of papers assembled in this book are divided into three categories which greatly impacted American schooling: people, policy, and practices. This work seeks to shed light on what has occurred in curriculum history in the past so as to help readers develop a deeper understanding of how our system of schooling arrived at its current state. The first section of the book examines the stories of people who had an influence on schooling and education. The second section focuses on the curricula and programs that were utilized in schools and districts throughout the country. The final chapter of the book looks at decisions that had long-ranging impact on educational policies. The chapters of this book offer a glimpse into the history of American schooling and those people, policies, and practices that influenced its development. It is the editors’ hope that the work will spark interest in scholars and students of educational history to examine other past, as well as present, stories of educators to expand our understanding of the saga that is the American schooling experience.

John Dewey’s My Pedagogical Creed outlined his beliefs in regard to teaching and learning. In this volume, prominent contemporary teacher educators such as Diana Hess, Geneva Gay and O.L. Davis follow in Dewey’s footsteps, articulating their own pedagogical creeds as they relate to educating about social issues. Through personal stories, each contributor reveals the major concerns, tenets, and interests behind their own teaching and research, including the experiences underlying their motivation to explore social issues via the school curriculum. Rich with biographical detail, The Importance of Teaching Social Issues combines diverse voices from curriculum theory, social studies education, science education, and critical theory, providing a unique volume relevant for today’s teachers and education scholars.