Teaching Social Studies in an Era of Divisiveness: The Challenges of Discussing Social Issues in a Non-Partisan Way

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Teaching controversial social issues can be a daunting, and oftentimes terrifying, prospect for social studies teachers. In many ways, this fear is warranted given the politically polarized nature of American society in the 21st century. However, effective social studies instruction requires that students begin to grapple with difficult issues in tolerant ways. The chapters in this book, many of which are written by leading scholars within the field of social studies education, cover a range of 21st century social issues, including politically volatile issues such as gun control, marriage equality, the Black Lives Matter movement, and immigration. This book offers both a theoretical justification for engaging students with controversial social issues and practical suggestions for how to successfully implement discussions of these types of issues in K-12 classroom settings.

Reviews

Teaching Social Studies in an Era of Divisivenessoffers readers insightful and compelling perspectives of why social issues are essential knowledge for engaging in democratic discourse and developingjustice-oriented citizens.This book will inspire and empower educators to tackle critical and contemporary issues that form the foundations of citizenship based on equality and shared sense of belonging. Drawing on a wealth of academic debate and well-crafted, issue-based cases,21st Century Social Issuesgrapples with conflicting views of unresolved social issues and diverse experiences moderated by identity, politics, nationality and equity. It will transform social studies teaching and learning. -- Tina Heafner, professor, University of North Carolina at Charlotte; chair, College and University Faculty Assembly of the National Council for the Social Studies
In an era of extreme political partisanship and gridlock, it is imperative that young people develop the knowledge and skills necessary to deliberate, collaborate, and make reasoned decisions about important issues. Teaching Social Studies in an Era of Divisiveness is an excellent resource for social studies educators who are looking to help young people develop these skills by engaging in discussion about important and often controversial public issues. It is a must read for any educator who is interested in the future of our democracy. -- Brooke Blevins, assistant professor, Baylor University
In an era where the discussion of social issues are stymied by standardization and high-stakes testing, Teaching Social Studies in an Era of Divisiveness provides teachers and teacher educators with a powerful primer that challenges status quo education. Each chapter in this book features both critical knowledge of social issues that demand discussion in todays social studies classrooms and keen insights into various ways to engage youth in the deliberation and dialogue required of citizenship in an interdependent society. Teaching Social Studies in an Era of Divisiveness is an indispensable text for anyone interested in enacting the democratic promise of social studies education. -- Alexander Cuenca, assistant professor, St. Louis University
If only we could predict the exact social issues that each generation of students will face! While Teaching Social Studies in an Era of Divisiveness is not a crystal ball, it does provide a unique foundation for meeting the ever evolving political needs of students. In-depth case studies on controversial topics including racial and ethnic relations; marriage equality; digital literacy and financial literacy offer practical examples for embracing principles of inclusivity, tolerance and democratic deliberation. Its an invaluable handbook for any social studies educator brave enough to go there and celebrate critical, informed civic practice in their classroom. -- Ashley Woodson, assistant professor, University of Pittsburgh

Author Bio

Wayne Journell is an associate professor of secondary social studies education and secondary teacher education program coordinator at the University of North Carolina at Greensboro. His research interests include the teaching of politics and political processes in secondary education.