Social studies - the next generation: re-searching in the postmodern
In: Counterpoints 272
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In: Counterpoints 272
In: Theory and research in social education, Band 41, Heft 4, S. 476-493
ISSN: 2163-1654
In: Theory and research in social education, Band 31, Heft 3, S. 287-325
ISSN: 2163-1654
In: Theory and research in social education, Band 27, Heft 3, S. 358-374
ISSN: 2163-1654
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 28, Heft 2, S. 263-272
ISSN: 1467-873X
In: Studies in curriculum theory 42
1. Christianity and American education : historical connections -- 2. Religious sediments in educational discourses and practices -- 3. The bible : a blueprint for contemporary educational practices -- 4. The inherent religiosity of the standards movement -- 5. To teach as Jesus (would) -- 6. PedaGod : God as teacher / coauthored w/ Scott Jarvie -- 7. Teaching as revelation.
In: Theory and research in social education, Band 51, Heft 1, S. 167-172
ISSN: 2163-1654
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 43, Heft 3, S. 305-331
ISSN: 1467-873X
In: Social studies: a periodical for teachers and administrators, Band 97, Heft 3, S. 91-99
ISSN: 2152-405X
In: Theory and research in social education, Band 49, Heft 3, S. 449-476
ISSN: 2163-1654
In: Social studies: a periodical for teachers and administrators, Band 111, Heft 6, S. 312-323
ISSN: 2152-405X
In: The Journal of Social Studies Research: JSSR, Band 44, Heft 1, S. 21-33
ISSN: 0885-985X
This study examines high school students' responses to a public policy discussion on the topic of Internet privacy. Specifically, students discussed the question of whether search engines and social media sites should be permitted to monitor, track, and share users' personal data or whether such practices violate personal privacy. We observed discussions of the topic in four high school classrooms in 2015–2016, prior to the presidential election in 2016. We first explain why the topic failed to work as a controversial public issue with high schoolers. We then explain their responses to the issue. We found (1) students displayed a surprising trust in Facebook and Google; (2) students framed the issue of Internet Privacy as a conflict in values and a set of trade-offs; and (3) students tended to put more weight on personal responsibility than implications for democracy in their assessment of the (acknowledged) erosion of privacy as a result of social media and Internet search engines. We conclude with implications for social studies education and teacher education.
In: Theory and research in social education, Band 46, Heft 2, S. 232-276
ISSN: 2163-1654