WASSA has been having a chin wag with other social studies enthusiasts at the biannual social science conference in Chrischurch today. Stuck in the mind is the comment from one key note speaker who questioned policies that are driven by "the price of everything rather than the value of something"...
Stop press (that's what a blog is about, right?)... rumblings afoot in the Social Studies association....the proposed aim is to have a web platform from the Aotearoa New Zealand Federation of Social Studies Associations (ANZFSSA) while still promoting regional clusters and the like. This means from 2011 schools are likely to be paying a subscription to the national body, in return for some good 'stuff' in return.
Obviously WASSA is very interested in your opinion on what 'stuff' a national subject association should offer to schools. Post your TOP 3 wishlist (perhaps ask your colleagues what their subject associations offer them) below, and WASSA will feed it back to ANZFSSA.
Monday, September 28, 2009
Wednesday, September 23, 2009
Perspectives/worldviews in Social Studies
Perhaps one of the trickiest aspects of teaching about society, is that all societal issues are framed by the perspective/worldview that people have. For example, any of us teaching about the value of conservation to primary aged learners are likely to be coming from an 'Environmental' worldview. However, such a worldview has so many different threads shaped by different assumptions, that the approach that we take to teaching 'environmental matters' requires conscious deliberation if children are not to receive a narrow representation of environmentalism over a five or six year period.
With this in mind I couldn't help be reminded of how difference of opinion about societal issues is framed by worldviews this morning, after talking to a colleague who was irate because:
1. He had been cut up by a fellow motorist
2. He had read a Ministry of Education advertisement for the 'Aspire' scholarships, in which a few million dollars is being spent on 'low income' children to attend private schools.
Because I cannot print what he said about his fellow motorist, I shall paraphrase what he said about the MoE scholarship scheme: "How can they justify spending the public purse on private schools in this way?" Well, my social studies antennae started waving and I started thinking how such a an issue might have real currency for children in our classrooms studying an "Access to Resources" theme. Particularly because different arguments about such an initiative are likely to be framed by some very strong worldviews.
The following blog offers a 'socialist/Marxist' worldview to frame the initial argument (courtesy of John Minto) while the backlash in the comments are largely typical of a 'market-driven' worldview.
Perspectives are one of the ways of 'raising the intellectual bar' in New Zealand social studies education that may lead to quality 'big picture' thinking as youngsters try to make sense of the world in which they live.
It may be a start simply to identify what worldviews/perspectives are well represented in children's learning about society and which could be further emphasised. These may include bicultural perspectives, multicultural perspectives, gender perspectives, cultural perspectives, social justice perspectives, environmental perspectives, current perspectives, and future perspectives.
With this in mind I couldn't help be reminded of how difference of opinion about societal issues is framed by worldviews this morning, after talking to a colleague who was irate because:
1. He had been cut up by a fellow motorist
2. He had read a Ministry of Education advertisement for the 'Aspire' scholarships, in which a few million dollars is being spent on 'low income' children to attend private schools.
Because I cannot print what he said about his fellow motorist, I shall paraphrase what he said about the MoE scholarship scheme: "How can they justify spending the public purse on private schools in this way?" Well, my social studies antennae started waving and I started thinking how such a an issue might have real currency for children in our classrooms studying an "Access to Resources" theme. Particularly because different arguments about such an initiative are likely to be framed by some very strong worldviews.
The following blog offers a 'socialist/Marxist' worldview to frame the initial argument (courtesy of John Minto) while the backlash in the comments are largely typical of a 'market-driven' worldview.
Perspectives are one of the ways of 'raising the intellectual bar' in New Zealand social studies education that may lead to quality 'big picture' thinking as youngsters try to make sense of the world in which they live.
It may be a start simply to identify what worldviews/perspectives are well represented in children's learning about society and which could be further emphasised. These may include bicultural perspectives, multicultural perspectives, gender perspectives, cultural perspectives, social justice perspectives, environmental perspectives, current perspectives, and future perspectives.
Friday, September 18, 2009
Wellington Quake Risk Halved
The Dom Post reports some early findings from the collaborative long term 'It's our Fault' Quake study in the Wellington Region today. Apparently, the new scientific evidence points to the quake risk along the Wellington Fault being halved, with the recurrence interval now thought to be closer to 900 years.
Of course, the concept of recurrence intervals requires unpacking: some 'Black Hat' critical thinking may help achieve this. Certainly no time for complacency.
The article might be worth a look for any of you who have explored how people respond to challenge and crises in your social studies teaching and learning . The challenge of organising society to manage the (decreasing?) potential of the 'Big One' is clearly something that all schools have an obligation to do - so bringing in some focused social studies learning at the same time might be worthwhile. Although the article predominantly offers earth science information this is a prerequisite before examining how specific organisations are set up to respond to and manage disasters. A good place to consider how organisations participate in response to such challenges would be with the recently updated Civil Defence resource: 'What's the Plan Stan?'
UPDATE: Some of you might have heard the story of the Wellington school girl who used her knowledge of Tsunami's, after having used the 'What's the Plan, Stan?' resource, to dramatic effect in Samoa recently. Big ups to Ms Madge and Abby for their work!
Of course, the concept of recurrence intervals requires unpacking: some 'Black Hat' critical thinking may help achieve this. Certainly no time for complacency.
The article might be worth a look for any of you who have explored how people respond to challenge and crises in your social studies teaching and learning . The challenge of organising society to manage the (decreasing?) potential of the 'Big One' is clearly something that all schools have an obligation to do - so bringing in some focused social studies learning at the same time might be worthwhile. Although the article predominantly offers earth science information this is a prerequisite before examining how specific organisations are set up to respond to and manage disasters. A good place to consider how organisations participate in response to such challenges would be with the recently updated Civil Defence resource: 'What's the Plan Stan?'
UPDATE: Some of you might have heard the story of the Wellington school girl who used her knowledge of Tsunami's, after having used the 'What's the Plan, Stan?' resource, to dramatic effect in Samoa recently. Big ups to Ms Madge and Abby for their work!
Friday, September 11, 2009
What do you start with?
A class of 30 eager faces turn to you as they await this thing called 'social studies'.
What do you start with?
How do you hook them in to the notion that learning about society might be beneficial?
Do you give it 5 minutes, 1 hour or 1 week?
This might be an odd time to be asking this question - but it is something that may be worth thinking about during the spring holiday, as Term 4 is often a time in which the seeds for planning 2010 units of work will be sown.
There are a number of sources -page 30 of the New Zealand Curriculum (MoE, 2007) is an obvious starter. So too might the 3 'key aspects of learning' from the Social Studies Exemplars .
How might we use these to install an immediate sense of relevance or purpose to studying about society?
Share your experiences and ideas with other teachers of social studies in the comment box below. Better still send WASSA a copy of your 'This is Social Studies' slides and we'll do our best to upload them :-)
What do you start with?
How do you hook them in to the notion that learning about society might be beneficial?
Do you give it 5 minutes, 1 hour or 1 week?
This might be an odd time to be asking this question - but it is something that may be worth thinking about during the spring holiday, as Term 4 is often a time in which the seeds for planning 2010 units of work will be sown.
There are a number of sources -page 30 of the New Zealand Curriculum (MoE, 2007) is an obvious starter. So too might the 3 'key aspects of learning' from the Social Studies Exemplars .
How might we use these to install an immediate sense of relevance or purpose to studying about society?
Share your experiences and ideas with other teachers of social studies in the comment box below. Better still send WASSA a copy of your 'This is Social Studies' slides and we'll do our best to upload them :-)
Thursday, September 10, 2009
As one window closes another opens?
Trawling through the TKI pages, WASSA noted that the Social Studies Online materials are being removed at the end of this month. This is both sad and good news. WASSA is sure that many teachers have scoured these pages in order to plan their own social studies units of work. Having something to start with is always a great springboard before modifying and adapting units of work to suit local needs. So get in there quick if you want copies of resources that you think might be valuable.
Presumably this decision is a signpost that the long promised revamped pages for the social science community (reflecting recent curriculum change) are soon to arrive. This should be good news as it is very important that fresh ideas become available, particularly for a subject in which contemporary issues are such a significant feature.
A review of New Zealand social issues in the last couple of years might lead to the development of units based around questions such as:
What can we learn about the law making process from the 'Anti-Smacking Bill'?
Is the hosting of the rugby wold cup likely to be susainable?
How has climate change sparked Kiwi innovation?
How has the recession impacted on economic decision-making?
What does the Cadbury's palm oil saga teach us about producers' and consumers rights and responsibilities?
Presumably this decision is a signpost that the long promised revamped pages for the social science community (reflecting recent curriculum change) are soon to arrive. This should be good news as it is very important that fresh ideas become available, particularly for a subject in which contemporary issues are such a significant feature.
A review of New Zealand social issues in the last couple of years might lead to the development of units based around questions such as:
What can we learn about the law making process from the 'Anti-Smacking Bill'?
Is the hosting of the rugby wold cup likely to be susainable?
How has climate change sparked Kiwi innovation?
How has the recession impacted on economic decision-making?
What does the Cadbury's palm oil saga teach us about producers' and consumers rights and responsibilities?
Welcome back to WASSA!
This is your link to the Wellington Region's social studies network.
WASSA appreciates that meeting face to face and having a good yarn about / exploration of the succeses and challenges of our social studies teaching is hard to beat. However, WASSA also recognises that the busy life of teachers does not necessarily make that a common event. So hopefully you can have a browse through these pages and find something of value.
And for every thing you find add to the discussion or recommended a favourite website of your own?
Enjoy!
WASSA appreciates that meeting face to face and having a good yarn about / exploration of the succeses and challenges of our social studies teaching is hard to beat. However, WASSA also recognises that the busy life of teachers does not necessarily make that a common event. So hopefully you can have a browse through these pages and find something of value.
And for every thing you find add to the discussion or recommended a favourite website of your own?
Enjoy!
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