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Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today's circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this article, scholars from various sub-fields of social studies education explore how research, scholarship, and practice in the field can address seven of these persistent civic challenges: ecological sustainability, media literacy, equity and inclusion, civic engagement, political pluralism, civic competency, and sociohistorical change. Essays on each of these topics analyze relevant prior research and offer suggestions for how future research and scholarship can explore how educators can help to address these persistent civic challenges, with the goal of supporting robust participatory democracy.

Harold O. Rugg was one of a small group of leaders of the Progressive Education Movement centered at Teachers College, Columbia University, and a leader among the Social Frontier group that emerged in the 1930s to argue that schools should play a stronger role in helping to reconstruct the society. He was the author of an innovative and best selling series of social studies textbooks which ultimately came under attack from "patriotic" and business groups in the prelude to the United States involvement in World War II. The story of his rise and fall encapsulates a significant and central story in the history of American education. The Rugg story reveals a great deal about the direction of schooling in American life, the many alternative roads not taken, and possibilities for the future. This article focuses primarily on the examination and discussion of Rugg's social studies ideas. Revisiting Rugg's vision will underline several of the main themes of his work and highlight the fact that Rugg was instrumental, a seminal thinker in the world of social studies theory and practice. A full understanding requires a brief examination of the origins of his ideas, his developing theory, his critique of the standard practices in schools, the key principles and explicit rationale under-girding his social science program, and the controversy he inspired. (Contains 89 notes.)

In this article the author examines theory, research, and theory into practice literature from the critical/social reconstructionist orientation as it relates to teacher education and classroom practice in social studies education. A critical perspective is explored from several angles including its historical development; its definition; its foundations in theoretical and research literature; critiques that have been offered; its strengths, weaknesses, and limitations; and, its implementation in classrooms. In the conclusion, the author makes a few recommendations for improving the incidence and quality of implementation of critical pedagogy in classrooms.

The authors present a conversation among several leading social studies theorists, researchers, and practitioners on the social studies wars, or conflicts in the debate over the purposes, content, and practice of social studies in schools. Questions focus on addressing the plurality of definitions for the field, creating more effective dialogue among interest groups both within the National Council for the Social Studies and with other professional associations, and improving classroom practice. Running through the discussion are concerns related to the possibility of progress, role of professional organizations, present and future impact of federal legislation, and potential for developing common ground. The authors conclude with reflections on areas of agreement and dissonance among the discussants and endorse the idea of a summit meeting of a broad group of stakeholders aimed at developing potential areas of consensus.

The objectives of this article are, first, to capture the main camps and patterns of the "social studies wars" since the beginning of the twentieth century and, second, to describe critical episodes from that long history that will help put the contemporary controversies in historical perspective. Here, the author features six critical episodes beginning with the reactions to the 1916 "Report on Social Studies" and concluding with the 1980s' revival of history. The author concludes by drawing three "lessons" that social studies teachers might consider from this history of curriculum disagreement in social studies: (1) teachers have choices; (2) freedom is powerful; and (3) traditional discipline-based approaches seem to have staying power. He asserts that far from being simply an academic matter, controversy over the teaching of social studies in schools represents a tangible forum through which Americans have struggled over competing visions of the good society and the desirable future. At its heart, this is a struggle over both the nature of social studies and the kind of society in which we want to live. (Contains 27 notes.)

Considers the taboo topics that social studies teachers avoid or de-emphasize, such as topics that tend to provoke strong emotional reactions. Addresses the reasons for the stifling of taboo topics and finds that the closer a topic is to students' lives the more likely the topic is labeled as taboo. (CMK)

Debates points raised by S. G. Grant and Kathryn Tzetzo in their critique of the authors'"Handbook on Teaching Social Education," particularly claims that the book gives mixed messages to teachers regarding content, teaching methods, and the definition of issues-centered education, and that it leaves related questions unanswered. (DSK)

Discusses the nature of social studies. Suggests that the National Council for the Social Studies seems dysfunctional because it aspires to be apolitical in a field that is inherently political. Concludes that social education will continue to reflect the structure of society and the values of people who control the educational process. (DK)

Traces historical trends in social studies education, examining pressures that have both produced and inhibited change. Analyzes differences between discipline-based and issue-centered approaches. Presents pessimistic, optimistic, and realistic scenarios of the next 100 years of social studies education. Advocates developing issue-centered social studies curricula. (CH)

Discusses a study of teacher conceptions of the meaning of history. Concludes that history teachers tend fall into five broad categories: (1) storyteller; (2) scientific historian; (3) relativist/reformer; (4) cosmic philosopher; and (5) eclectic. Suggests that teaching should be grounded in an explicit educational philosophy that is developed in practice. (SG)

Investigates how secondary history teachers' conceptions of history (typology) influences classroom practices. Interviews five teachers, representing five typologies, and their students, and observes classroom techniques. Suggests impact of teacher conceptions varies, finding only one of five typologies profoundly influencing students. Sees linkages between teaching approach and ideology. Appends student interview data. (CH)