Posts com a Tag ‘BRADLEY Jon G (Res)’
Democratic Social Education: Social Studies for Social Change – HURSH; ROSS (CSS)
HURSH, David W.; ROSS, E. Wayne. Eds. Democratic Social Education: Social Studies for Social Change. New York: Falmer Press, 2000. 263p. Resenha de: BRADLEY, Jon G. Bradley Canadian Social Studies, v.38, n.2, p., 2004.
Democracy is a way of life controlled by a working faith in the possibilities of human nature. Belief in the Common Man is a familiar article in the democratic creed. That belief is without basis and significance save as it means faith in the potentialities of human nature as that nature is exhibited in every human being irrespective of race, color, sex, birth, and family, of material or cultural wealth. This faith may be enacted in statutes, but it is only on paper unless it is put in force in the attitudes which human beings display to one another in all the incidents and relations of daily life (Dewey, 1940, p. 226).
Democratic Social Education: Social Studies for Social Change is the third volume to be released within the Garland Reference Library of Social Science series. This is a timely publication, not only in that it nicely balances the first two books that dealt with the dramatic arts and art education, but more importantly in that the whole issue of democratic/citizenship education is coming to the fore in many differing and varied societies. Taking their cue from George S. Counts’ (1932) professional admonishment to educators to develop a new democratic society within a new social order, Hursh and Ross have compiled an extremely interesting array of articles that attempt to rise to this long-ago issued challenge.
The authors clearly note that they feel that Counts’ seventy-year old challenge still needs to be met, albeit within a revised world framework that takes into account the modern realities that currently confront the educational landscape. Additionally, they state the essays in this collection respond to Counts’ question with theoretical analyses of education and society, historical analyses of efforts since Counts’ challenge, and practical analyses of classroom pedagogy and school organization (p. 1).
Without wishing to wander too far from the centrality of this book review, it is necessary to take a small side step in order to quickly review Counts’ 1932 tome. Readers are asked to bear in mind that the Great Depression was in full swing and that both Europe and Asia were experiencing the rise of various forms of autocratic regimes. It is within this somewhat unsettling world situation that Counts issued his famous educational challenge.
For those of us who have an interest in the history of philosophical ideas, George Sylvester Counts can be ranked along with John Dewey, Charles Beard and Harold Rugg (to name but a few) as notable and vocal American philosophers who were actively engaged in confronting the realities that [North] America was experiencing during this time frame. To some, the collective and empowering ideals of socialism were an attractive carrot that appeared to mute the harshness of the loss of individuality promulgated by other more strident forms of governmental control.
In many ways, Dare the School Build a New Social Order? is a timeless document. Counts opens his epistle by noting that we are convinced that education is the one unfailing remedy for every ill to which man is subject (page 3). While his views must be tempered by his times and his own heritage, Counts nonetheless raises some of the age-old issues that surround the place and purpose of public education within a democratic society. He criticizes, to be sure, but also holds out the hope that it is this general education adventure which will eventually triumph and permit democracies to overcome, not only current ills, but to potentially make the future a better place for all citizens. In particular, Counts notes that it is the classroom teacher (see particularly pages 27 – 31) that might well wield the most significant power and influence such that meaningful societal transformations might occur.
Hursh and Ross recognize that Counts’ long-forgotten call to teachers to become meaningful agents of social change still resonates today. While the historical times of the mid-thirties are clearly not applicable to the beginning of the twenty-first century, some of the same general ailments still persist. The call for teachers to become democratic leaders within their own small communities drives this volume and provides, at the same time, a framework upon which to construct an active (or, to use Counts’ phrase ‘progressive’) model of education.
The fourteen chapters that make up Democratic Social Education offer the reader a wide-ranging overview of contemporary views. While the Hursh and Ross opening chapter is a tad staid and preachy in its introductory comments, and although this is too often the case with overview chapters, this reviewer was nonetheless captivated by the remaining entries. The following thirteen offerings are wonderfully varied and stimulating intellectual forays into the domain. One grounding feature that resonates time and time again, regardless of individual chapter author or topic, is the centrality of the classroom practitioner to affect and effect change. Honouring Counts, the individual authors have each in their own diverse way placed teachers and teaching at the core of the landscape. They have anchored this social democratic process solidly within the contemporary realities of the classroom.
The editors are to be congratulated for allowing all of the contributors to authenticate the voice of elementary and secondary teachers. After all, it is in the privacy of individual classrooms that great things are wrought and it was to individual practitioners that Counts issued his seminal challenge. Hursh and Ross have compiled a scintillating collection of material that must be read by anyone who has even the most passing interest in citizenship education within a democratic framework.
References
Counts, G. S. (1932). Dare the School Build a New Social Order? New York: The John Day Company.
Dewey, J. (1940/1991). Creative Democracy – The Task Before Us. In J. A. Boydston (Ed.), John Dewey: The Later Works, 1925-1953, Volume 14 (pp. 224-30). Carbondale: Southern Illinois University Press.
John G. Bradley – Faculty of Education. McGill University. Montreal, Quebec.
[IF]Canada and the Nobel Prize: Biographies, Portraits and Fascinating Facts – BLACK (CSS)
BLACK, Harry. Canada and the Nobel Prize: Biographies, Portraits and Fascinating Facts. Markham, ON: Pembroke Publishers, 2002. 120p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.38, n.3, p., 2004.
Canadians do not like heroes, and so they do not have any
(George Woodcock, 1970, Canada and the Canadians).
Designed to be an introduction to that rarefied arena of the Nobel Prize, this little book sets out to highlight those notables who have had some kind of connection with Canada. Structurally, the book is divided into three parts: (1) an introductory section briefly describing the life and times of Swedish chemist and inventor of dynamite Alfred Nobel along with the creation of the prizes that bear his name (13 pages); (2) a much longer section, the heart of the book if you will, that describes the selected twenty-two individuals and one organization who have a Canadian connection and who have been honoured with a Nobel (88 pages); and (3) a small index and reference list (11 pages) that rounds out the publication.
In many ways, Canada and the Nobel Prize: Biographies, Portraits and Fascinating Facts is an uneven publication. In the first place, the overall orientation and selection criteria are problematic. The age-old question of nationality is raised and the author himself acknowledges some unease with this orientation. Designed to highlight those Nobel Laureates who have had a significant link to Canada (p. 9), the author seems to be really hunting at times to find these so-called significant Canadian links. I am somewhat surprised that those Nobel winners who may have visited the CN Tower, the Columbia ice fields, and/or traveled the Cabot Trail are not included in the text. Clearly, some liberties have been taken with the word significant such that just about any old connection will do. My guess is that a much slimmer volume would have resulted if a more stringent allocation had been made.
Some of the notables do indeed have a major and/or personal connection with Canada: John Polanyi (Chemistry, 1986) spent formative years at Canadian universities; Robert Mundell (Economics, 1999) was born in Ontario and schooled in British Columbia; and, Charles Higgins (Medicine, 1966) was born and raised in Nova Scotia. Unfortunately, too many less secure connections abound. Other than being born in Vancouver, William Vickrey’s (Economics, 1996) Canadian credentials are weak but may well be stronger than those of William Giauque (Chemistry, 1949) who is included in this stellar list simply by the oft-putting and totally unanticipated event of being born in Canada of American citizens who were on a short pleasure trip. Notwithstanding Ernest Hemingway’s (Literature, 1954) brief sojourn at the Toronto Star, his inclusion in this so-called Canadian list seems questionable. Similarly, Saul Bellow’s (Literature, 1976) few early years in Montreal seem tenuous, at best, as solid grounds for a meaningful Canadian connection.
The twenty-two biographies and one institutional history take up the bulk of the pages of Canada and the Nobel Prize. Arranged alphabetically, each biography opens with a clear and attractive pen and ink sketch by the author. This personal touch is nice and softens those all too formal and staged photographs that usually accompany such histories. Even here, unfortunately, the overarching unevenness of the book continues in that some winners, such as, Andrew Schally (Medicine, 1977), Ernest Rutherford (Chemistry, 1908) and David Hubel (Medicine, 1981), are allocated a page or so while truer Canadians, the likes of Frederick Banting (Medicine, 1923), Lester B. Pearson (Peace, 1957) and Michael Smith (Chemistry, 1993), get the royal treatment of four or more pages.
Even the individual biographies themselves contribute to this reviewer’s sense of unease by a tone and word choice that can best be described as put-down ness. In other words, instead of using this opportunity to instruct, explain, and really make known the achievements of these notables, the author too often couches difficult topics in a jocular vernacular that does little other than confuse and confound. This reviewer finds statements such as Taube’s discoveries may seem vague and somewhat esoteric if you are not a chemist or biochemist (p. 100) along with the description of William S. Vickrey as a saint (p. 109) somewhat lacking in focus. The use of such ill-defined and grandiose verbiage may titillate a word connoisseur but does little to educate the general public. Furthermore, what are middle and/or secondary school students to make of such observations? True, the discoveries of some of these folks can often be described as cutting edge and many of the science awards are indeed advanced, theoretical and a trifle difficult for the average lay person to comprehend. However, this challenging and instructional role should have been a major thrust of this book and, in this reviewer’s eyes, a wonderful opportunity was missed by not attempting to communicate in every day language the achievements, accomplishments and impact of these many and varied discoveries.
In spite of my many reservations and concerns, I think that Canada and the Nobel Prize has a special place in every middle/high school library. This volume must be used by teachers and librarians for the simple reason that it highlights academic accomplishment and long-term intellectual investigations. It is a counterweight to all of those other volumes that depict physical prowess or artistic ability as the only worthy virtues in contemporary society. Our libraries are filled with biographies, autobiographies and novels (many of which are nothing more than self-serving renditions) depicting the accomplishments of those with little education, who do not even value formal education, and who are athletes, or sports super and even less than super stars, or others who have been temporarily elevated to an icon status through some questionable artistic ability based on hype rather than talent. Additionally, the contemporary fascination with such television shows as Canadian Idol strengthens the all too prevalent concept among too many young people that academic achievement and intellectual excellence are not worthy endeavors within our society.
This perceived imbalance has been partially rectified by Black’s small polemic. He certainly describes and highlights the pinnacles reached by these giants of the academic world. It is a pleasure to read about people who made academic pursuits, in all forms, a life long goal. Canada and the Nobel Prize is needed! I wish that it had been stronger in certain areas and that it had taken on more of an educational orientation. Nonetheless, it fills a void and I hope that Harry Black will seek out other Canadians who have made meaningful long-term contributions to humankind and tell their stories.
References
Woodcock, George. (1970). Canada and the Canadians. London: Faber.
Jon G. Bradley – Faculty of Education. McGill University. Montreal, Quebec.
[IF]In Search of America’s Past: Learning to Read History in Elementary School – VanSLEDRIGHT (CSS)
VanSLEDRIGHT, Bruce. In Search of America’s Past: Learning to Read History in Elementary School. New York: Teachers College Press, 2002. 189p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.39, n.1, p., 2004.
The first thing that caught my eye regarding VanSledright’s volume was the title. Not the bold title but, rather, the secondary or subtitle. Specifically, the notion of learning to read history appealed to my own orientations and resonated with my professional sensibilities. Too often, in my own experiences, charged and channeling words such as ‘learn’, ‘know’, and ‘teach’ (and their various conjugations) have dominated the professional social studies landscape, particularly at the elementary levels. Here was a volume, at least by its cover, that offered a glimpse of another avenue and dared to go beyond the apparent acceptable norm by venturing into a more complex and multi-layered landscape.
In the last couple of years, a growing number of respectable investigations have been reported that generally challenge the oft-repeated myth that children and/or young adolescents do not like, do not understand, and really have no interest in history. The practical professional experiences of elementary and middle school classroom practitioners clearly indicate that children have an unbending interest in and a connection with history (their own, their families, their cultural group, for example). It is perhaps one of those unexplained educational paradoxes that those who tend to design curricula and those who actually produce the supposed learning materials do not seem to be in communication with the front line professionals regarding what is and is not of interest to children. In a nutshell, history matters to children! Similar to recent investigations by Seixas (1993), Levstik and Barton (1997), as well as Barton (2001), to cite only a few, VanSledright continues this evolving investigative avenue of really studying in detail via actual classroom participations how elementary students deal with, confront, and narrate history. This is important work especially as the totality of the data being disseminated demonstrates how curriculum decisions might and ought to be made. Furthermore, these studies most pointedly illuminate how elementary teachers might reconfigure their own classrooms (physically and educationally) in order to take academic advantage of what the study of history has to offer.
In Search of America’s Past may be divided into three major segments. In chapters one and two, VanSledright chronicles a variety of contemporary pedagogical and historical threads that have a bearing on his specific study. Chapter two, in some colourful detail, describes the pupils and the classroom in which the author practiced his history teaching. As a former elementary school teacher, I found chapters three through five most illustrative in that they represent a sort of personal/professional narrative of VanSledright’s historical experiences with his fifth grade charges.
The final couple of chapters of the book contain both general and specific conclusions. The author is careful to note what can be absolutely taken from the experience and what might be more generally inferred. An interesting set of appendices complete this wonderful little volume as the various primary sources, documents and materials used throughout the whole of the in-class experiences are reproduced or clearly and carefully referenced.
As might be expected, VanSledright arrives at a number of conflicting or, at least, messy conclusions. Recognizing that the elementary classroom is a place best avoided by the faint hearted as well as those who demand neatly executed plans of action, the author’s narrative is a wonderfully honest sketch of the chaos, missed opportunities, constant interruptions, and lack of resources that is the real world of the North American elementary classroom. The author paints a scattered landscape which highlights the honesty of the pupils as well as the hard-nosed reality of that special place inhabited by pupil and teacher. In analyzing his own classroom observations within the historical and pedagogical framework that exists, VanSledright perhaps best sums up his own growth in noting:.
For my part, I was (and still am) convinced that children as young as fourth and
fifth grade – perhaps even younger – can learn how to investigate the past
themselves and benefit from the higher-status substantive and procedural
knowledge such a practice can confer upon children (p. 25).
In Search of America’s Past: Learning to Read History in Elementary School is an important book that should be read by anyone who is in the least interested in elementary education. The author carefully documents a case for the reading of history as opposed to the memorizing of history. VanSledright is cognizant of the historical narratives that the children have already acquired through association with the outside world (home, family, friends, televisions, for example) and he captures their intense interest in learning more about the history that impacts upon them and their environment. More generally, this volume is important because of the questions that are raised concerning teacher preparation and curriculum development. VanSledright offers the reader a realistic glimpse into that special world of the eleven/twelve year old pupil and how these budding individuals deal with the learning and internalizing of that unique subject called history.
References
Barton, K. (2001). I just kinda know: Elementary Students’ Ideas About Historical
Evidence. Theory and Research in Social Education, 29(4), 407 – 430.
Levstik, L. Barton, K. (1997). Doing History: Investigating with Children in
Elementary and Middle Schools. Mahwah, NJ: Erlbaum.
Seixas, P. (1993). Historical Understanding Among Adolescents in a Multicultural
Setting. Curriculum Inquiry, 23(3), 301 – 327.
Jon G. Bradley – Faculty of Education. McGill University. Montreal, Quebec.
[IF]
Knowing Teaching & Learning History – STEARNS et al (CSS)
STEARNS, Peter N.; SEIXAS, Peter; WINEBURG, Sam. Editors. Knowing Teaching & Learning History. New York: New York University Press, 2000. 482p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.37, n.2, 2003.
So much a comma can imply. The front cover of this marvelous compilation boldly proclaims a title written as: Knowing Teaching Learning History. The inside fore pieces, on the other hand, perhaps more conventionally, dictate the title as: Knowing, Teaching, and Learning History. How do these little commas challenge the first impressions of what might be contained within the pages?
Often linguistically defined as separating inseparables, the comma is a powerful stop within the English language. Connoting a definite pause, commas draw attention to the separated and un-separated words/phrases and, consequently, focus attention and make clear inferences. Therefore, is the title actually Knowing Teaching as the cover proclaims or Knowing, Teaching as the fore pieces maintain? To some, this may seem akin to debating how many angels dance on the head of a pin; to others, thankfully, this is a major linguistic issue that grounds the main thrust and orientation of the volume.
Mindful of English academic Francis Macdonald Cornford’s (1874-1943) protestations, one has to be extremely careful when engaging in what he playfully terms the comma hunt. While commenting on the place and power of academic meetings, he sarcastically notes that another sport which wastes unlimited time is comma-hunting. Once start a comma and the whole pack will be off, full cry, especially if they have had a literary training (Cornford, 1922, p. 21).
Published in conjunction with the American Historical Association, this book emanates in large measure from what the authors categorize as the American congressional History Wars of the mid-1990’s (for but one example, consult History on Trial, 1997). As so often happens in matters related to curriculum, politicians – and those ever so plentiful outside experts – debated the kind and degree of history that should be taught in the schools of the United States. Knowing Teaching and Learning History seeks to establish a sort of contemporary pedagogical playing field on which this continuing educational and philosophical struggle may take place.
Canada, like many other countries caught up in the immediacy of the current technological revolution, is not immune from similar gigantic contests. The public reaction to various cross-Canada and widely reported surveys that generally show Canadian youngsters to be quite ignorant of their Country’s history often leads to short bursts of parliamentary indignation and tabloid media sentiments of the need to revitalize low-key Canadian nationalism(s).
More recently, Granatstein’s small polemic, Who Killed Canadian History? (1998), has likewise produced a less strident but equally rough ground-swell in Canadian academic and educational circles regarding the manner and way that history, as a separate and distinct discipline, is taught at various levels of the Canadian educational system. Political debate has followed and various foundations and other organizations espousing various points-of-view have established themselves in the interest of finding the true route to historical comprehension.
Cries have been raised across North America, for example, regarding the kind of history that is taught, the orientation of history and its purported goals, the place of history within the overall curriculum package and even that most dreadful of all terms, standards, for the teaching – and evaluating – of history. Some alarmists have even suggested that the teachers (of course, classroom teachers are usually blamed for all of society’s ills at one time or another) are the main culprits and it is their general lack of training that contributes to poor student showing on various tests and skills dealing with historical knowledge.
For academics and educators who reside north of that geographically invisible but intellectually physical forty-ninth parallel, the book’s subtitle of National and International Perspectives is immediately appealing. Notwithstanding the commonalties amongst children and adolescents as well as the difficulties inherent in the teaching and learning of history in this day and age of immediate gratification and ten second sound bites, the joy of seeing a touch of Canadian content in this essentially American tome is most pleasurable.
Ever mindful of English dramatist Alan Bennett’s (1985) pithy remark that Standards always are out of date. That is what makes them standards (Act II), one can view the almost five hundred pages of Knowing as a most compelling, eclectic, and wide ranging view of the teaching and learning of history in elementary and secondary classrooms. The chapters are arranged into four clumps aptly noted as: (1) Current Issues in History Education; (2) Changes Needed to Advance Good History Teaching; (3) Research on Teaching and Learning in History; and, (4) Models for Teaching. The twenty-two chapters in Knowing touch upon just about every facet connected to the teaching and the knowing of history. Far from being an exercise in American navel gazing, the editors have done a fine job in bringing a variety of other world and professional views to the issues at hand. As well as cogent pieces by Peter Seixas of UBC and Desmond Morton of McGill, there are a number of relevant articles by authors from England as well as Europe.
While this geographic sprinkling does indeed provide for differing views, the editors have not shied away from internal professional debates either. Although unpopular in some academic circles, Diane Ravitch does raise concerns about the training of classroom teachers. Furthermore, the place and role of elementary education in laying the foundation to future scholastic endeavors is clearly evident as there are a number of articles which address the need for historical themes as well as a sense of history to be honoured and strengthened with younger learners. Finally, there is a wonderful collection of articles concluding the volume that deal with research implications and the most effective mediums for the teaching of history.
Knowing Teaching and Learning History is definitely required reading by anyone who is interested in the manner in which history (at whatever level) is taught. True, there are some particular geographic situations and specific examples that may or may not be directly or immediately applicable to the broad Canadian scene but, on the whole, each and every article in Knowing explores a unique dimension on the wide landscape that is history. In my view, there was not a single chapter that did not resonate with a conviction and a desire to see the teaching and the knowing of history rejuvenated.
Unfortunately, many people (and that may well include elementary and secondary teachers) contend that history is somehow settled. Too many classroom practitioners believe that it is an old story that cannot be added to and needs no new interpretations. Notwithstanding the forceful assurances of conservative commentator Rush Limbaugh, the teaching and learning of history at all levels of the educational system is complex and layered. Wouldn’t it be nice if
History is real simple. You know what history is? It’s what happened. History is what happened, and history ought to be nothing more than the quest to find out what happened (Limbaugh cited in Nash, Crabtree, and Dunn, 1997, page 6).
Knowing Teaching and Learning History explores the complexity of teaching and knowing and learning history at a myriad of levels. This is not a static voyage; rather, it is one that will take the interested reader on a wonderful journey of discovery and reexamination. In many ways, this is a very positive and uplifting volume. While difficulties and problems are accurately noted and contextualized, the overarching sense that emanates from the book is that history is alive and well in classrooms around the world. Captured within its pages, Knowing provides an educational framework that anchors the discipline and centers its impact upon society.
References
Bennett, A. (1985). Forty Years On and Other Plays. London: Faber and Faber.
Cornford, F.M. (1922). Microcosmographia Academica. Cambridge: Bowes and Bowes Publishers.
Granatstein, J. L. (1998). Who Killed Canadian History? Toronto: HarperCollins.
Nash, G.B., Crabtree, C. Dunn, R.E. (1997). History on Trial: Culture Wars and the Teaching of the Past. New York: Alfred A. Knopf.
Jon G. Bradley – Faculty of Education. McGill University. Montreal, Quebec.
[IF]Canada: the culture – KALMAN (CSS)
KALMAN, Bobbie. Canada: the culture. New York: Crabtree Publishing Company, 2002. 32p. KALMAN, Bobbie. Canada: the land. New York: Crabtree Publishing Company, 2002. 32p. KALMAN, Bobbie. Canada: the people. New York: Crabtree Publishing Company, 2002. 32p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.37, n.2, 2003.
The Land, Peoples and Culture Series consists of a colourful collection of volumes aimed directly at what might be termed the elementary/young adolescent coffee-table/library market. Published by Crabtree, and slightly oversized at 21 cm by 28 cm, the glossy coloured pages and hardbound volumes are visually appealing as well as physically durable.
Twenty-two countries are currently represented in the series and the selection of the specific countries deserves a comment. The two unique continents of Antarctica and Australia are not represented at all. At first glance, this is a surprising omission. However, as the criteria appears to be a three-volume set for each country (a single volume for each interconnected theme of the land, the people, and the culture) one can perhaps understand these omissions. Nonetheless, while Antarctica certainly does not have a culture or human inhabitants within the parameters of the series framework, the omission of Australia does offer a moment’s pause. The selection of representative countries for the remaining five continents is quite diverse and certainly does provide for a wide and varied selection. Africa is represented by Egypt, Nigeria and South Africa; Asia by China, India, Japan, Tibet, The Philippines and Vietnam; Europe is heavily favoured with France, Germany, Greece, Ireland, Israel, Italy, Spain and Russia; North America’s sole representative is Canada; while Argentina, El Salvador, Mexico and Peru showcase South and Central America. In total, then, Crabtree has undertaken a somewhat ambitious project by producing sixty-six high quality books!
Neatly packaged within a common physical arrangement, the books are bright and colourful, and clearly would appeal to both a non-reading and early reading clientele. With some deviations, most pages are evenly split between short snippets of written text and visuals. While the majority of the visuals are coloured photographs of people and/or geographic locations and scenes, there is a smattering of art reproductions as well as the odd black and white rendition. The books appear to follow a set, if somewhat monotonous, pattern of a two page (or even multiples) spread for each topic or item within the theme. Canada: the people, for example, has the following chapter titles: ‘Faces of Canada’, ‘The first people’ (4 pages), ‘History and heritage’ (4 pages), ‘From around the world’, ‘Canadian families’, ‘City life’, ‘Country life’, ‘School’, ‘Haley’s skating lesson’, ‘Canadian cuisine’, ‘Sports and leisure’, and ‘Canada’s future’.
As there is no introduction or letter to parents or other such directional statement, the reader has to sort of guess the target audience envisioned by the publisher. There are no activities to do, no follow-up or research questions, no referenced web sites, and no bibliography of additional readings. The volumes are self-contained and inclusive and, interestingly, do not even direct the reader to the other books within the three volume subset of the same country.
From a readability point of view, the vocabulary seems straightforward with short and direct sentences. There is a small and select glossary at the back of each book along with a brief index. Certain key words are sometimes highlighted within the text and each visual has its own captioned notation.
As my maiden aunt used to muse, I am torn betwixt and between. I really, really like some aspects of the series (glossy paper, strong colour, short narratives) and, at the same time, I quite strongly detest other features (overly simplistic, tendency towards characterization). My personal dilemma is to attempt to take a reasonable professional stance and to offer an informed educational opinion.
While there is much that is positive within the series, there are comments as well as omissions that cause one to pause. In Canada: the people, for example, the description of elementary education (p. 22) is clearly of an Ontario model that is not applicable to the rest of the country and, furthermore, why is such a big fuss made of children wearing a school uniform? Additionally, while the story of Haley and her figure skating lesson (pp. 24-25) has much to recommend it as a blended family story, the picture accompanying the story does not reflect the facts as described. In Canada: the culture, no mention is made of either Pierre Berton or Farley Mowat as children’s authors although Margaret Atwood (pp. 16-19) gets prime billing for The Handmaid’s Tale. I am not at all sure of the relevance of a black and white photograph of Mary Pickford or a coloured picture of a very young Jim Carrey (pp. 20-21) as being of any interest to anyone. Canada: the land refers to Nova Scotia as Scenic, Quebec as Unique, Ontario as Bustling and British Columbia as Beautiful. I am a tad surprised that the other provinces were unworthy of a snappy qualifier. Is Montreal still the second largest French-speaking city in the world? Notwithstanding that choices are always difficult, the ‘Canadian places’ four page spread could have been far more creative and representative than brief descriptions of Toronto, Montreal, Vancouver, Ottawa, Historic Quebec City, Head-Smashed-In Buffalo Jump, and Dawson City along with a full-page view of the Chateau Frontenac overlooking the St. Lawrence River.
On balance and in the interests of reaching a decision (no sitting on the proverbial Canadian fence, eh?), I guess that I should not be too critical and more positively side with the opinion that something in print is better than nothing at all. After all, the books are very, very colourful and do attempt to do what some might well view as impossible in the first place; that is, describe this country historically, culturally, and geographically in less than 100 pages! Notwithstanding my own reservations and even though Kalman may only be able to present a somewhat simplistic view of this broad and complex society, I feel that these books would do well in a community children’s library, the junior section of a school library, and perhaps even be appropriate for children’s anniversary gifts if for no other reason than the wonderful visuals and pictures.
Jon G. Bradley – Faculty of Education. McGill University. Montreal, Quebec.
[IF]Social Studies at the Center: Integrating Kids, Content, and Literacy – LINDQUIST; SELWYN (CSS)
LINDQUIST, Tarry ; SELWYN, Douglas. Social Studies at the Center: Integrating Kids, Content, and Literacy. Portsmouth, N.H.: Heinemann, 2000. 256p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.37, n.1, 2002.
As my good pal Pooh might have exclaimed in a moment of angst, this book bothers me. At times, I am not sure which eyes I should be using. If I read the volume as a social studies teacher educator, I am bothered by its apparent narrowness and lack of a well articulated and broadly based research grounding. On the other hand, if I read it as an elementary practitioner, I can see the practicality of a system that is based upon tried and true practice. Nonetheless, even in this view, I am bothered by the personal and professional power and strength of the authors and concerned that other elementary teachers may be unable to replicate the design model and, therefore, be unable to achieve the desired success.
What is proposed in Social Studies at the Center is not new. Advocating an integrated curriculum with social studies at the hub of a wheel of learning is not a particularly novel concept. In this day of first language mastery, second (and even third) language acquisition, mathematics and sciences orientations and renewed calls for more physical education programs to accompany the academic stream, elementary educators are hard pressed to focus upon and target the social studies. While the authors’ message may be a sympathetic clarion call for the social studies to command a centrist curriculum place, the hard reality of the contemporary curriculum landscape may dictate other priorities.
Essentially, Lindquist and Selwyn present their own practical planning template which they aptly term the curriculum disk. Clearly modelling Dewey’s notions of self-reflection and reflective practice over time, these two elementary practitioners have developed a specific, personal, and particular learning model that emphasizes the social studies and integrates the other acknowledged disciplines within this centering orientation.
According to the authors, the curriculum disk is a planning wheel whose central purpose is to help teachers design and organize integrated curriculum units with social studies as the key and overarching discipline. There are seven ‘R’ components that make up this planning scheme epitomized by the action verbs read, respond, research, represent, react, reflect and relate. The authors are careful to note that teachers may begin with any one of the planning verbs, may well spend more time on certain ones than others, and at all times are to make the pupils themselves part of the active learning processes that are advocated.
Social Studies at the Center begins with an introductory chapter, light on research but heavy on practice, that attempts to situate the broad discipline defined as social studies at the center of the elementary curriculum. Following chapters detail the curriculum disk organizing model and offer explicit classroom directions on how the curriculum design was carried out with classes. Samples of teacher planning as well as examples of students’ work illustrate the overall planning-learning processes in action. The last two chapters of the book deal with anticipated questions/answers as well as suggested Internet resources for the social studies.
When all is said and done, Social Studies at the Center is a rather weak and narrowly focused volume. Based almost entirely on the practical experiences of a couple of well-intentioned and no doubt effective elementary classroom teachers, the central curriculum wheel planning model that is advocated suggests that teachers make major curriculum planning decisions. While such serious curriculum decisions might well be within the scope of experienced practitioners, they certainly would flounder on the political shoals of local school boards, and furthermore, are not even on the radar screens of beginning teachers.
The volume is too ‘preachy’! There is no fault or problem that cannot be overcome if the advocated curriculum disk model is adopted. Conventional wisdom such as planning is the crux to good social studies teaching (p. 32) too often appears to trivialize the complex and intertwined processes of adult-child-discipline classroom interaction. The overriding tone of the volume seems to suggest that all will be well as long as the curriculum planning disk model is faithfully followed.
While one may applaud the particular professional viewpoints that emerge over time from the classroom environment, this has to be balanced against the possibilities of replication and improvement in a myriad of situations involving many kinds of children interacting with various classroom practitioners. While the general planning model advocated in Social Studies at the Center clearly works for the two authors, its general applicability to a larger professional audience of experienced practitioners and/or to neophyte beginners is questionable.
Jon G. Bradley – Faculty of Education. McGill University. Montreal, Quebec.
[IF]A Short History of Quebec and Canada – DICKINSON (CSS)
DICKINSON, John A; YOUNG, Brian. A Short History of Quebec and Canada, 2nd Ed. Montreal: McGill-Queen’s University Press, 2000. 388p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.35, n.3, 2001.
American historian Aileen Kraditor, in responding to student concerns about wanting to deal with ‘more modern and relevant’ events in her university classes, noted that history, by necessity, had to allow a number of decades to pass so that respectful contemplation could occur. More personally and cogently, she explained that if I can remember it then it is not history but current events! In light of such opinions and conscious of general mounting political and societal pressures to pass immediate judgement on unfolding events, one may well ask, Why is there a need for another book, a revision at that, on history?
Divided into nine chapters and structured in a mostly traditional chronological manner, A Short History of Quebec and Canada begins this historical adventure with the First Peoples prior to the European onslaught and brings the reader up to what the authors generously call Contemporary Quebec which is realistically the mid-1990’s. There are numerous black and white photographs, diagrams, maps and renditions. Additionally, each chapter is immediately followed with a concise, focused and annotated Further Readings section.
A more comprehensive and somewhat less user-friendly esoteric bibliography is printed at the back of the book. All in all, notwithstanding the odd irritating anomalies – such as small maps that are most difficult to read, the use of a space in place of a comma to separate large number segments, and the total absence of colour especially with various art work renditions – A Short History of Quebec and Canada is a nicely packaged volume which provides a comprehensive view of 400 or so years of history in the territory now known as Quebec.
While it is easy for any reviewer to comment upon tangible facets of a book – such as pages, drawings, map size and location, layout, – it is much more difficult to deal with those more ethereal aspects. Particularly, I feel that two of these less than concrete notions stand out in A Short History of Quebec and Canada.
By serious design and conscious effort, the authors have utilized a writing format that is easy to follow. They have consciously attempted to maintain what one might characterize as a direct style. In no way demeaning or condescending, the authors are able to deal with all manner of complex historical issues in a straight-forward manner. They have avoided long and tedious sidebars and patterned their tale in such a way as to bring the reader to the heart of various issues via a direct linguistic route. To a large extent, they have respected the ‘short’ designation in their title.
In sum, this book flows! Chapters melt away as the authors flirt with numerous topics, personalities, and notions. Additionally, the internal chapter sections focus the reader on selected events, issues and complexities within the overall framework of people interacting with people. In the most complex of historical issues and scenes, there is a feeling of immediacy and even a sense of modern relevance.
Additionally, while acknowledging that one cannot avoid the big political issues that mark any sweep of history, the authors have attempted to focus as much as possible on what one might broadly call a social or people orientation. Perhaps this orientation more clearly indicates their own historiography and biases as they forthrightly note: Without denying the importance of political events such as the Conquest or Confederation, we have subordinated them to a socio-economic framework that explains them in a broader perspective (p. ix).
By combining a light and unencumbered writing style with a more personal societal orientation, Dickinson and Young have been able to some extent to challenge Kraditor’s separation of history from current events. Via the overall structure of A Short History of Quebec and Canada, the reader is able to bring historical antecedents up to the present. The reader is provided with the tools to make concrete connections and to more realistically place past events onto their contemporary template.
In my view, A Short History of Quebec and Canada is a valuable volume. Cleverly designed for senior level secondary students as well as anyone interested in Quebec, its history, and possible futures within North America, Dickinson and Young are to be congratulated for a second edition that is a must for anyone with even a passing interest in the complexity and interconnectedness of Canadian history.
Jon G. Bradley – McGill University. Montreal, Quebec.
[IF]Iroquois Corn in a Culture-Based Curriculum: A Framework for Respectfully Teaching About Culture – CORNELIUS (CSS)
CORNELIUS, Carol. Iroquois Corn in a Culture-Based Curriculum: A Framework for Respectfully Teaching About Cultures. Albany, NY: State University of New York Press, 1999. 294.p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.35, n.1, 2000.
“The greater the ignorance the greater the dogmatism.”
Sir William Osler, 1902, Montreal Medical Journal
As I entered the staff room, I became an unintended participant in a mini-drama that was unfolding with all the fury and vitriol that such heated staff room debates can generate. The two teachers, standing toe to toe, were exchanging what any pupil would recognize as ‘those looks.’ Clearly, my unexpected entry had interrupted their oral exchange. Once determined that I was not of the school or of the Board and, in fact, was an outsider from the university, I became their self-elected referee. A winner and, thereby a loser, had to be determined and I had been chosen to render judgement!
Briefly, the two elementary teachers were arguing philosophies of education and, as we all know, this is in and of itself dangerous to do within school grounds. Teacher 1 had just erected her monthly hallway bulletin board display of grade five student work around the theme of Northland Indians. Teacher 2 had just seen the display and had commented to Teacher 1 that some of the pupils’ written and pictorial perceptions about native peoples were inaccurate. Additionally, Teacher 2 had apparently forcefully indicated that such “insensitive” and “ignorant” depictions had to be immediately removed. Teacher 1, as one might expect, took great personal umbrage to this criticism and had rebutted that pupil opinion was valid and it was not up to Teacher 2 to force her own ‘narrow’ beliefs on others. Enter the innocent university visitor.
“No matter what grade level – kindergarten to college level – whether in history, literature, or social studies, the stereotypes, omissions, and distortions about American Indians continue to pervade educational materials. What is the basis, the underlying assumption behind these images of the noble savage, savage savage, or the vanishing race?” (17).
Cornelius has written a most thought-provoking and, at times, disturbing book. This is not a volume for the faint-hearted! Cornelius asks some terribly important questions and openly challenges what many North Americans might well consider to be ‘truths’ and ‘facts’ about the First Nations peoples. Additionally, several precepts concerning general curriculum foundations and design are challenged by Cornelius. Unlike many other volumes that centrally seek a more literate or a more academically knowledgeable teacher, Cornelius asks the more difficult and deeply fundamental questions related to how minority groups are portrayed within our educational system. To a certain extent, Cornelius suggests that Native studies can only be accomplished with dignity if one operates from an assumption of cultural equality.
Basing her reflections on her own personal-practical knowledge as well as using the Haudenosaunee culture as a touch-stone, Cornelius creatively and delicately strips away imposed curriculum designs to reveal another that is deeply rooted in mystical pasts and cultural depths. Metaphorically centering the cultural dimension upon the power and spirit of corn, she deftly intertwines historical and contemporary issues so as to illustrate a multicultural curriculum in the making. Cornelius does not simply state or attempt to make a case for better, more or nicer native curriculum; rather, she offers the reader a grounded philosophical framework that emanates directly from the culture itself. In a sense, the reader is taken on a winding journey that weaves history and curriculum together in a meaningful entity and, in the process, forces the reader to confront the surfacing contradictions.
Iroquois Corn in a Culture-Based Curriculum provides educators at all levels with a model for curriculum development. This is a model that emphasizes cultural strengths and clearly offers an alternative to schema that suggest there is a dominant culture to which all others must be subservient.
Jon G. Bradley – McGill University, Montreal.
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