Teaching about systemic racism and the myth of white supremacy to the next cadre of public administrators is critical as it supports students' abilities to challenge dominant paradigms and center counternarratives; both serve a purpose in advancing toward a more just and equitable society. This paper offers insight into the development and…

Many educational studies reference ideology, imaginary, and myth constructs represented in programs of study, textbooks, and school rituals. In the fields of history, civic, and social studies education, for example, many scholars frequently employ these terms to examine mythic groundings of particular nationalisms entwined with the ways in which…

Much has been written in recent years about how historical scholarship can be used to shape practice in the classroom. As an historian of the medieval period now working as an history teacher, Dhwani Patel offers a fresh perspective on these debates. During her PGCE year, Patel found herself reflecting on how the lenses and methodologies that…

The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the…

For many non-native people, Native Americans are one large homogenous group. A fairly simple "group" to understand. Indigenous people are commonly presented and understood through long-enduring imagery via movies, advertising, product naming, and mascots. Through these processes, indigenous peoples are labeled, named, and historically…

The inclusion of sustainability and ethics teachings in management education for many seems a positive step forward for creating more environmentally just and ethically sound managers. However, the type of knowledge that is privileged and the lack of history in these courses often greenwash the underlying problems inherent with neoliberal…

This paper presents a critical analysis of a report by the Office for Standards in Education in England based on a survey of practitioners' perspectives of play, focusing on children age 2--5 years in the Early Years Foundation Stage (EYFS). The report, 'Teaching and play in the early years -- a balancing act? A good practice survey to explore…

This case study using ethnographic methods addresses how teachers shape cultural processes related to girlhoods, and the roles of children's play in this dynamic. Poststructuralist theory of the carnival was used to analyze gendered, classed power dynamics within two rural Appalachian preschool classrooms influenced by a popular local festival.…

Despite over 4,000 years of persecution, American Jews and antisemitism continue to be overlooked in university multicultural and social justice classroom discussions. This is due to many factors, such as the misconceptions that Jews are solely a religious group, are White and have completely assimilated into American culture, and are economically…

Gary S. Stager is the coauthor of "Invent To Learn--Making, Tinkering, and Engineering in the Classroom," founder of "Constructing Modern Knowledge," special assistant to the head of school for innovation at the Willows Community School (California), and a teacher educator. In this article he begins by describing and debunking…

This study employs narrative in order to examine circumstances wherein identity constructs and self-image are reconstituted in the face of oppressive circumstances. The authors of this article, both art educators/academics, explore the role of narrative processes at the intersection of an "art education of place" purposed to reinterpret…

The author seeks to revitalize the interests of social educators in the value of using critical, postmodern discourses for rich comprehension of and productive scholarly research in our field. These discourses (a) challenge existing understanding within social education and the knowledge and knower they help produce; and (b) imagine more complex,…

Thomas Rickert warns of the dangers of "pedagogies that seek the disruption and politicization of hierarchies of power and privilege, especially in terms of race, class, and gender" because they can "nevertheless produce new forms of power and privilege that in turn produce new resistances, further alienate already cynical students,…

Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth. The authors of this edited collection challenge the ambivalence--ignorance--found in the construction of curriculum, teaching practices,…

This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in…