This Land Was Made for You and Me: Teaching for Economic Justice in Upper Elementary and Middle School Grades

Lucey, Thomas A.; Laney, James D.

doi:10.1080/00377990903283916

Cited by 16 publications

(9 citation statements)

References 6 publications

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“…While the opportunity for discerning economic citizenship materials will likely increase due to the C3 Framework [3], these materials will not necessarily offer critiques of market economies. Economics educators who desire to teach towards a justice-oriented economic citizenship [31], or who hope to use inquiry-based learning to consider economic inequality, will have a more difficult time finding curricular materials. We discuss this issue further in the next section in the context of positive versus normative economic analysis.…”

Section: Bringing Precision To the Civic Aims Of Economics Educationmentioning

confidence: 99%

What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials

Crowley¹,

Swan²

2018

Education Sciences

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United States scholars in economics education generally view economic literacy as the field's connection to citizenship education. However, despite this clarity of purpose, the range of ways that economic literacy could be applied to civic life is ill defined. Based on an examination of stated civic outcomes in U.S. economics curriculum and instructional materials and drawing from Westheimer and Kahne's (2004) widely-cited democratic citizenship framework, the authors detail four archetypes of economic citizenship: (1) The personally responsible economic citizen; (2) the participatory economic citizen; (3) the justice-oriented economic citizen; and (4) the discerning economic citizen. With these citizenship archetypes in mind, economics educators can construct opportunities for their students to consider how to use their economic knowledge to make sound personal decisions, to participate in collective action, to struggle against economic inequality, or to develop an opinion after considering multiple points of view.

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Section: Bringing Precision To the Civic Aims Of Economics Educationmentioning

confidence: 99%

What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials

Crowley¹,

Swan²

2018

Education Sciences

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“…Through analysis of multiple text forms and through creating art, students encounter different representations of the novel's ideas and consider different kinds of citizenship from a variety of perspectives-their own and those offered by their classmates and their teacher. Lucey and Laney (2009) describe how exposing students to deliberately selected artworks, facilitating students' examination of these works and their backgrounds, and having students create art products that express student views of the concepts provide for learning about social studies in an intellectually stimulating, emotionally accepting, and politically engaged manner. Instructional activities similar to the ones described below have been implemented in a social studies methods course for elementary and middlelevel teacher candidates.…”

Section: Using the Hunger Games And The Arts To Teach About Citizenshipmentioning

confidence: 99%

Dimensions of Citizenship through the Lens ofThe Hunger Games: Fiction and the Visual and Performing Arts as Springboards for Citizenship Education

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“…Preservice teachers continually described the purpose of economics as a lens through which justice could be analyzed with respect to class, income and wealth. Economic justice is a sub-concept of social justice [73], which includes recognizing intergroup economic disparities and considering redistributive measures to address these disparities [74], and fulfills tenets of critical pedagogy that are "fundamentally concerned with understanding the relationship between power and knowledge" [22] (p. 144). These components of economics for justice were prevalent in broad terms as well as with respect to specific issues analyzed through economics.…”

Section: Economics Now: Awareness Understanding and Conceptualizatimentioning

confidence: 99%

Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy

Shanks

2019

Education Sciences

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This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.

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This Land Was Made for You and Me: Teaching for Economic Justice in Upper Elementary and Middle School Grades

Cited by 16 publications

References 6 publications

What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials

What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials

Dimensions of Citizenship through the Lens ofThe Hunger Games: Fiction and the Visual and Performing Arts as Springboards for Citizenship Education

Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy

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