Culture Wars in the Antipodes: The Social Studies Curriculum Controversy in New Zealand

2000 ◽  
Vol 28 (1) ◽  
pp. 65-84 ◽  
Author(s):  
Roger Openshaw
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Culture Wars ◽  
Social Studies Curriculum ◽  
The Social

scholarly journals Unreal Tournament: The Battle Over the New Zealand Social Studies Curriculum

2001 ◽  
Author(s):  
Keith Sullivan
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Social Studies Curriculum ◽  
Social Democrat ◽  
Social Democrats ◽  
The Social ◽  
New Curriculum

This article examines the process and content of the highly contentious social studies curriculum recently introduced in New Zealand. Essentially, there was a conflict between two ideological perspectives: that of the social democrats who wrote the original draft, and that of the neo-liberals as represented by the Education Forum. The article concludes that in the contest over the new curriculum, the social democrat perspective nominally gained the upper hand.

Current Perceptions of the New Social Studies Curriculum in New Zealand

1998 ◽  
Vol 3 (2) ◽  
pp. 65-79
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Qualitative Study ◽  
Social Studies ◽  
School Curriculum ◽  
Social Studies Curriculum ◽  
The Social ◽  
Curriculum Framework ◽  
Curriculum Guidelines

In 1993 The New Zealand Curriculum Framework outlined the key areas of study for all New Zealand schools. One by one curriculum guidelines for the implementation of these key areas were released. The development of the social studies guidelines was a strongly contested process and led to three quite different versions being worked through before the final one was released late 1997. A recent qualitative study shows that this elongated process was not to the detriment of social studies but rather led to a clarification of what is meant by social studies in the New Zealand context. It also raised the profile of social studies and cemented its place in the New Zealand school curriculum.

scholarly journals Transcending the ethically silent space of New Zealand’s social studies curriculum

2021 ◽  
Author(s):  
◽  
Andrea Milligan
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Social Studies ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Theoretical Orientation ◽  
Social Studies Education ◽  
Social Studies Curriculum ◽  
The Social ◽  
Stipulative Definition

<p>This is a largely theoretical thesis about social studies education in New Zealand. Its aim is to consider how learners’ ‘ethical decision-making and action’ (to paraphrase the curriculum) could be better supported by proposing a broad theoretical orientation to this curriculum requirement. It argues that although ethics is central to learners’ lives and to the purposes of social studies education, this has hitherto been minimally communicated and elucidated through New Zealand curriculum documentation. It takes the view that while providing pedagogical guidance to teachers is urgent and vital, theoretical considerations should be a first priority. The thesis begins by offering a partly stipulative definition for ethics and foregrounds the complexities of ethical decision-making and action in our everyday lives and in academic ethics. It then considers the relationship between ethics and the purposes of social studies education, and uses a form of content analysis to describe the curricular meanings that have been implicitly ascribed to ethics over time. It explores how the present New Zealand social studies curriculum is framed theoretically and what could be possible within this framing to better support learners to navigate in their ethical worlds. Three adjustments to the curriculum’s framing are proposed: social studies as issues-based education, as counter-socialisation, and as engagement with the philosophy of ethics. These are defended as a matter of social justice, and on the basis of their contribution to a range of social studies outcomes. The thesis then considers the theoretical underpinnings of these proposed adjustments in greater depth. It explores whether an ethically reflexive orientation would better support social studies learners’ ethical decision-making and action, through three analytic moves: charting reflexivity’s tropes in the social sciences and social theory literature, developing an understanding of ethical reflexivity, and questioning the work this concept could do in social studies education. The thesis argues that an ethically reflexive orientation is a theoretical space in the literature worthy of attention, not least because it maps onto the contemporary ethical space in which learners find themselves. The considerable challenges ahead for such an orientation are readily acknowledged, but the thesis finds within the literature, and from the perspectives of a small group of social studies teachers and learners, some optimism that a reflexive orientation could transcend the ethically silent space of New Zealand social studies education.</p>

scholarly journals Transcending the ethically silent space of New Zealand’s social studies curriculum

2021 ◽  
Author(s):  
◽  
Andrea Milligan
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Social Studies ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Theoretical Orientation ◽  
Social Studies Education ◽  
Social Studies Curriculum ◽  
The Social ◽  
Stipulative Definition

<p>This is a largely theoretical thesis about social studies education in New Zealand. Its aim is to consider how learners’ ‘ethical decision-making and action’ (to paraphrase the curriculum) could be better supported by proposing a broad theoretical orientation to this curriculum requirement. It argues that although ethics is central to learners’ lives and to the purposes of social studies education, this has hitherto been minimally communicated and elucidated through New Zealand curriculum documentation. It takes the view that while providing pedagogical guidance to teachers is urgent and vital, theoretical considerations should be a first priority. The thesis begins by offering a partly stipulative definition for ethics and foregrounds the complexities of ethical decision-making and action in our everyday lives and in academic ethics. It then considers the relationship between ethics and the purposes of social studies education, and uses a form of content analysis to describe the curricular meanings that have been implicitly ascribed to ethics over time. It explores how the present New Zealand social studies curriculum is framed theoretically and what could be possible within this framing to better support learners to navigate in their ethical worlds. Three adjustments to the curriculum’s framing are proposed: social studies as issues-based education, as counter-socialisation, and as engagement with the philosophy of ethics. These are defended as a matter of social justice, and on the basis of their contribution to a range of social studies outcomes. The thesis then considers the theoretical underpinnings of these proposed adjustments in greater depth. It explores whether an ethically reflexive orientation would better support social studies learners’ ethical decision-making and action, through three analytic moves: charting reflexivity’s tropes in the social sciences and social theory literature, developing an understanding of ethical reflexivity, and questioning the work this concept could do in social studies education. The thesis argues that an ethically reflexive orientation is a theoretical space in the literature worthy of attention, not least because it maps onto the contemporary ethical space in which learners find themselves. The considerable challenges ahead for such an orientation are readily acknowledged, but the thesis finds within the literature, and from the perspectives of a small group of social studies teachers and learners, some optimism that a reflexive orientation could transcend the ethically silent space of New Zealand social studies education.</p>

scholarly journals What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

scholarly journals PENGINTEGRASIAN MATERI ISLAM DI INDONESIA DENGAN HASIL KEBUDAYAAN ISLAM (GREBEG SURO DI JIPANG, CEPU, BLORA, JAWA TENGAH)

2020 ◽  
Vol 3 (2) ◽  
pp. 126
Author(s):  
Fitriah Hanim ◽  
Sariyatun Sariyatun
Keyword(s):  
Social Studies ◽  
Social Science ◽  
School Curriculum ◽  
Social Attitudes ◽  
Local Culture ◽  
Social Studies Curriculum ◽  
Mutual Cooperation ◽  
Historical Material ◽  
The Social

Social Science lessons that have been in the school curriculum only exemplify and discuss material globally or nationally. And students pay less attention and are less interested because the scope is not in their environment. From these problems, in the social studies curriculum it is necessary to add local historical material related to the local culture. Which in this case is the national material on Islamic material in Indonesia and its cultural results, the example of that culture can be exemplified is Grebeg Suro Jipang. It is expected that from studying this material, students know the benefits of learning to preserve and can benefit from learning, at least from the meaning of the grebeg, the attitude that can be learned is social attitudes such as mutual cooperation, cooperation, and sharing with others. Nor do spiritual attitudes like gratitude.  

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