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Motivated by technological and curriculum efforts since Summer 2006, it calls for shifting teachers toward partnership with students and learning in authentic outdoor historical places. 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This sheltered experience is seen as weakening the discipline’s efficacy and values.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What main strategy does the author propose to transform the curriculum?",{"text":117,"@type":113},"Teachers should move from a traditional delivery model toward partnering with students to create knowledge together in authentic learning places. Outdoor and other real-world historical settings are presented as key resources.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article mean by “Social Studies—Negative Space”?",{"text":121,"@type":113},"It describes prevailing negativity in the field, including doubts about social studies’ past performance and confusion about its goals. The author links this negativity to student alienation and an overreliance on textbooks and passive learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597724,1792192516,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CANADIAN SOCIAL STUDIES  \nVOLUME 41 NUMBER 1, Fall 2008  \n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nAn Outside Place for Social Studies.  \nAndrew Foran  \nSt Francis Xavier University  \nReturn to Articles  \nAbstract  \nThis article was motivated by Summer 2006 Canadian Social Studies: History Alive! Old Sources, New Technologies. In light of technological  \nadvancements, programs, and efforts to enhance social studies, it appears  \nhistory educators have forgotten about and overlook the benefits of leading  \nchildren to authentic, historical places that exist outside school settings. In  \nmany schools, social studies education has become strictly a classroom  \nexperience that is divorced from the community; consequently, students experience only the concept of content within the confines of the classroom.  \nOne strategy to transform curriculum requires teachers move away from a traditional mode of teaching and toward a partnership with their students as they create knowledge together within authentic places of learning.  \nFinding a Space for Social Studies  \nDespite the immense importance curriculum has in determining the skills, knowledge, and attitudes of Canadian youth, the question at the forefront of this discussion is whether social studies has in fact lost sight of a great resource for instructional purposes—the outdoors. Asa social studies teacher, I questioned the purpose of social studies as a discipline for senior high students; now, as a professor in secondary education, I wonder whether the subject field can adopt innovative methodologies of instruction so that it can remain a viable classroom offering. My particular curricular concern stems from a struggle to interpret the role of social studies, a struggle among teachers in which a common interpretation of the subject conflicts with a non unified and ambivalent assessment of social studies in the Canadian classroom. The object of my focus is not the value of social studies but the importance of introducing instructional innovations to justify the presence and alter the curricular field and it now operates within unimaginative sites of instruction.  \nSocial Studies—Negative Space  \nThe predominant attitude at the classroom level, and ultimately throughout the field of social studies, is one of negativity. Some argue that over the past forty years social studies has not lived up to its scholastic potential. A summary ofKincheloe’s findings (2001, 15) presents  \nthe following faults: students’ limited exercise of democratic values; students’ and teachers’over reliance on textbooks; conservative instructional practices that circumvent genuinely innovative practices; teacher alienation within the field of education; confusion about the subject’s intended goals; stunted academic activities that do little to challenge students’intellects; and a lack of public awareness about the importance of social studies as a credit course. Kincheloe generates a powerful impression that even social studies practitioners are confused about the purpose, direction, and conceptual potential of the course. Social studies education is in need of unifying moments that bind students to genuine experiences and knowledge—enabling a stronger curricular understanding.  \nThe promise of social studies rests with classroom teachers that can disentangle their practices from the negative discussions and not allow the “curriculum experiment called Social Studies to quietly die”(Kieran Egan 1999, 132) . The current entanglement has caused children to become alienated from the social experience and produces learning in a context that is sheltered and isolated, separated from the dynamic flow of everyday community life. In many schools, social studies education has become an experience that occurs strictly in the classroom, divorced from the community. Such a disembodied educational experience leaves me to question the efficacy and values of contemporary social studies practices and ponde","cbCaipmXgocvsdtp","https://ap.wps.com/l/cbCaipmXgocvsdtp","pdf",334313,"English","# Abstract\n## Finding a Space for Social Studies\n## Social Studies—Negative Space","[{\"question\":\"Why does the article argue that social studies should move beyond classroom instruction?\",\"answer\":\"It argues social studies has become divorced from the community, leaving students with only textbook concepts inside school. This sheltered experience is seen as weakening the discipline’s efficacy and values.\"},{\"question\":\"What main strategy does the author propose to transform the curriculum?\",\"answer\":\"Teachers should move from a traditional delivery model toward partnering with students to create knowledge together in authentic learning places. Outdoor and other real-world historical settings are presented as key resources.\"},{\"question\":\"What does the article mean by “Social Studies—Negative Space”?\",\"answer\":\"It describes prevailing negativity in the field, including doubts about social studies’ past performance and confusion about its goals. The author links this negativity to student alienation and an overreliance on textbooks and passive learning.\"}]","Canadian Social Studies - Volume 41 Number 1 - Fall 2008 | PDF",1792085579,23]