Social Studies and Sustainability: A Global Competency Framework

Crocco, Margaret Smith; Marri, Anand R.; Chandler, Thomas

doi:10.1007/978-94-007-4273-4_12

Cited by 8 publications

(5 citation statements)

References 14 publications

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“…Furthermore, pedagogies of discussion and debate in the social studies are more finely attuned to controversy and civic decision making. Crocco, Mari, and Chandler () point out that “the issues‐oriented pedagogical approaches that have been prominent within social studies are ideally suited to addressing questions” related to sustainability (p. 170). Hess (), in particular, provides a nuanced analysis of pedagogical approaches to controversy that are of obvious value for many sustainability‐related topics.…”

Section: Broadening and Deepening The Dialoguementioning

confidence: 99%

Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

2014

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In this essay, we explore how sustainability is embodied in the Next Generation Science Standards (NGSS), analyzing how the NGSS explicitly define and implicitly characterize sustainability. We identify three themes (universalism, scientism, and technocentrism) that are common in scientific discourse around sustainability and show how they appear in the NGSS. Taken together, these themes evoke a technology-centered perspective called ecological modernization that defines sustainability as a set of global problems affecting all humans equally and solvable through the application of science and technology. We argue that students who are taught to think about sustainability from this perspective will be less able to see its ethical and political dimensions and less prepared for the political realities of a pluralist, democratic society that must balance the needs of multiple groups and integrate science with other sources of knowledge to develop contextualized responses to sustainability challenges. One compelling alternative is a systematic collaboration between science educators and social studies educators, in which the complementary pedagogical strengths of both fields are combined to provide realistic and powerful preparation for future sustainability challenges. C

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Section: Broadening and Deepening The Dialoguementioning

confidence: 99%

Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

2014

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“…Scholarship related to sustainability education in K-12 social studies classrooms has also been increasing (Crocco et al , 2013; Tucker, 2019; Seitz, 2020). Many researchers argue that social studies education has unique role in supporting sustainable education.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating global sustainability into social studies teachers' education: a collaborative self-study

Zong

2021

SSRP

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PurposeThere have been increasing calls for social studies educators to engage issues of sustainability. Proponents argue that the very survival of the planet depends on the degree to which teachers can move learners away from unsustainable beliefs and behaviors to those grounded in interdisciplinary approaches to solving community and global challenges. How to implement this vision of sustainability education? The purpose of the paper is to report the results of teacher-educators' curriculum and pedagogical approaches to implement the National Council for Social Studies (NCSS) C3 framework to engage and empower prospective and practicing teachers to teach for a sustainable future.Design/methodology/approachThe study is guided by the growing field of self-study in teacher education, a type of research undertaken by teacher-educators with the dual purpose of personal professional development and a deep understanding of teacher-education practices. Most data were derived from multiple, recursive conversations (both formal and informal) around curriculum decisions and pedagogical choices to integrate sustainability issues into teacher-education courses. Additional data sources include classroom lecture notes and PowerPoint presentations, course readings and resources.FindingsThe authors' three years of collaborative work has shown that an issues-centered, interdisciplinary approach to select and integrate global issues, the current event article analysis, young adult literature and discussion and deliberation of local sustainable development issues that are some of the most effective pedagogical tools to engage and empower teacher candidates in learning about issues that affect the sustainable development of global community. The NCSS C3 provides a powerful framework to scaffold the process of analyzing sustainable issues while also teaching social studies curriculum and standards and skills.Originality/valueScholars of global education have called for shifting from an anthropocentric philosophy to a bio-centric worldview emphasizing the embeddedness of humans within the environment. How can social studies teacher-educators implement this vision of global education What instructional resources strategies and learning activities can be effectively integrated into existing courses to help candidates develop competences and commitment to teaching for global sustainability The study examines the innovative approaches to addressing these critical topics in teacher education.

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“…The second challenge came in the dearth of research we found in this area in the social studies education as opposed to the science education field. There is more work in some of the disciplines included in the social studies, like geography education, that has not made its way into the larger social studies conversation (Crocco et al , 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Also important is ensuring that today's citizens not only understand the current threats to the environment, but are also willing and skilled enough to address these threats, both through their daily lives and through concerted activism. Work with environmental sustainability has been making inroads into social studies theory and research, particularly with the increasing threats of climate change (Brown Buchanan and Crawford, 2015; Crocco et al , 2013; Kissling and Barton, 2013; Shuttleworth, 2015). However, more work needs to be done.…”

Section: Introductionmentioning

confidence: 99%

Citizen science: expanding ideas of citizenship and science

Kenyon

Christoff

Wisdom

2020

SSRP

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PurposeThis action research project determines the extent to which the authors were able to expand ideas of both citizen and scientist through their integrated science and social studies middle childhood methods course.Design/methodology/approachApplying the ideas of citizen science, students in the course developed inquiry projects of their choice centering on the topic of local and global water issues. In addition, students participated in book groups focusing on the ideas of citizen science explicitly. The researchers used surveys, student assessments and interviews to assess the extent to which students' ideas changed.FindingsWhile the data reveal the students' conceptions of scientist and citizen both expanded, there was greater change in their conceptions of what it means to be a scientist.Originality/valueThe authors argue that the expansion of ideas of science is important for enacting critical citizenship.

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Social Studies and Sustainability: A Global Competency Framework

Cited by 8 publications

References 14 publications

Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

Sustainability in Science Education? How the Next Generation Science Standards Approach Sustainability, and Why It Matters

Integrating global sustainability into social studies teachers' education: a collaborative self-study

Citizen science: expanding ideas of citizenship and science

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