Social studies education has had a turbulent history as one of the core subjects in the school curriculum. The fundamental content of the social studies curriculum – the study of human enterprise across space and time –however, has always been at the core of educational endeavors. It is generally accepted that the formal introduction of social studies to the school curriculum was instigated by the 1916 report of the National Education Association’s Committee on Social Studies, which emphasized development of citizenship values as a core aim of history and social science education. Earlier commissions of the N.E.A. and American Historical Association heavily influenced the Committee on Social Studies recommendations. The roots of the contemporary social studies curriculum, therefore, can be traced to two distinct curriculum reform efforts: the introduction of academic history into the curriculum and citizenship education. There is widespread agreement that the aim of social studies is citizenship education, that is the preparation of young people so that they possess the knowledge, skills, and values necessary for active participation in society. This apparent consensus, however, has been described as almost meaningless because social studies educators continue to be at odds over curricular content as well as the conception of what it means to be a good citizen. Since its formal introduction into the school, social studies curriculum been the subject of numerous commission and blue-ribbon panel studies, ranging from the sixteen-volume report of the American Historical Association’s Commission on Social Studies in the 1930s to the more recent movement for national curriculum standards. Separate and competing curriculum standards have been published for no less than seven areas of that are part of the social studies curriculum: United States and global history, economics, geography, civics, psychology, and social studies. Social studies curriculum is defined a lack of consensus and has been an ideological battleground with ongoing debates over its nature, purpose, and content. Historically there have been a diverse range of curricular programs that have been a prominent within social studies education at various times, including the life adjustment movement, progressive education, social reconstructionism, and nationalistic history. The debate over the nature, purpose, and content of the social studies curriculum continues today, with competing groups variously arguing for a social issues approach, the disciplinary study of history and geography, or action for social justice as the most appropriate framework for the social studies curriculum.
Paola Aiello and Erika Marie Pace
The Italian education system has gained prominence worldwide thanks to its pioneering history in initiating the process of mainstreaming students with disabilities, in providing educational plans tailored to students’ needs, and in the gradual broadening of the vision of inclusion as a means to guarantee quality education for all. At the same time, teacher education programs have reinvigorated their key role in preparing and supporting teachers who are inclusive of all students. Several factors over the past 50 years have been fundamental in shaping the way inclusion is perceived in the 21st century. First, the theoretical frameworks underpinning pedagogy and teaching practices have undergone a complete paradigm shift from an individualized-medical model to a biopsychosocial model, bringing about a new challenge for all stakeholders involved. Second, in line with this evolution, latest reforms and ministerial provisions in initial teacher education and continuous professional development are evidence of the change in perspective regarding the teachers’ pivotal role in promoting and facilitating inclusive practices. However, this shift has not only called for a rethinking of the teachers’ pedagogical and didactic stances. It has also entailed a reconsideration of the necessary professional competencies, understood as a complex interplay of pedagogical knowledge, values, attitudes, and skills to be able to implement effective teaching methods and strategies that favor inclusion. Thus, it has placed a heavy responsibility on teacher education institutions to ensure that current and future teachers are ready, willing, and able to face the complexity characterizing 21st-century classrooms. Italian schools have also been doing their utmost to ensure better school experiences for all their students. An array of projects, both ministerially funded and school-based schemes, have been designed and implemented to create universally functional curricula to meet all the students’ learning styles and promote inclusion. One of the most important lessons to be learned from these intricate developments and initiatives is that collaboration among all stakeholders on micro, meso, and macro levels lies at the heart of effective and sustainable inclusive education.
Shelva Paulse Hurley
Resilience is the ability to adapt and thrive despite facing adversity. There are various ontological approaches to conceptualizing resilience, including the pathological perspective, defining it in terms of protective factors, and exploring the impact of intervention in the manifestation of resilience. The pathological perspective defines resilience in terms of risk factors located at the individual level. A second area of research on resilience defines it in terms of protective factors that may contribute to its manifestation. The final area of research takes into account not only individual-level risk or protective factors, but also accounts for structural influence in an assessment of resilience. As an example of the interaction between individual and structural factors, Caleon and King proposed the concept of Subjective School Resilience. This perspective on resilience suggests it is a malleable construct and influenced by factors relating to both intra- and interpersonal processes.
All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues.