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Oregon Journal of the Social Studies a Peer-Reviewed Electronic Journal Oregon Journal of the Social Studies A peer-reviewed electronic journal Spring 2018 Volume 6 Number 1 Global Perspectives in Social Studies Education The Oregon Council for the Social Studies is an affiliate of the National Council for the Social Studies Volume 6, Number 1 Editorial Board Kenneth T. Carano, Executive Editor, Western Oregon University Shawn Daley, Co-Editor, Concordia University Cynthia Basye, Oregon Council of the Social Studies Courtney Ferrari, Valley Catholic Middle School Ian Park, St. Mary’s Academy Gayle Thieman, Portland State University Rebekah Wolf, Sandy High School Mark Pearcy, Rider University Caroline Sheffield, University of Louisville Daniel Stuckart, Lehman College Editorial Staff Andrea Carano, Editorial Assistant Samantha Morgan, Copy Editor Review Board Julie Ahmed Mark McParker Robert Bailey Ian Park Cynthia Basye Mark Pearcy Andrea Carano Jo Sigmund Kenneth Carano Geoff Stuckart Shawn Daley Daniel Stuckart Justi Echeles Debbie Swope Courtney Ferrari Gayle Thieman Sal Joye Bretton Varga Cameron Kennedy Marcus Wenzel Shirley Lomax Jing Williams Ashley Maxwell The Oregon Council for the Social Studies is an affiliate of the National Council for the Social Studies Volume 6, Number 1 Table of Contents Editor’s Comment 1 Global Perspectives in Social Studies Research Joanne M. Pattison-Meek, Pluralist Citizenship Pedagogy: Teaching for Diversity 4 in One Rural Classroom in Southern Ontario, Canada Oluseyi Matthew Odebiyi, Ufuk Keles, Behzad Mansouri, Allison Mudd Papaleo, 17 Non-Western Regional Representations in U.S. 9th Grade Social Studies Textbooks Cases of Nigeria, Iran, and Turkey Global Perspectives in Social Studies Practice Stephen J. Thornton, Does the Study of Geography Enhance Global Awareness? 32 Bárbara C. Cruz, Teaching about Global Social Issues with Contemporary Art 37 Nick Bardo, Developing Global Perspectives in the Social Studies: Three Cross- 43 Cultural Simulations Kenneth T. Carano, Global Collaboration through Social Media 55 Arren Swift, Explaining Exploros: A Social Studies Technological Innovation to 63 Enhance Student Participation Global Perspectives through Literature Heidi J. Torres, Opening Doors to World Cultures: The Power of Children’s 71 Literature to Teach Global, Cross-Cultural Aims Elizabeth Kenyon, Small Steps: Meeting Social Studies Standards Through 82 Global Literature in Early Childhood Book Review Melanie Landon-Hays (Reviewer) 91 - Klein, J.D. (2017). The global education guidebook: Humanizing K-12 classrooms worldwide through equitable partnerships. Bloomington, IN: Solution Tree Press. The Oregon Council for the Social Studies is an affiliate of the National Council for the Social Studies Volume 6, Number 1 The Oregon Journal of the Social Studies Editor’s Comment Kenneth T. Carano Thanks for picking up our special issue, Global Perspectives in Social Studies Education. Social studies scholars have long championed global citizenship education as an important purpose of the field (e.g., Merryfield & Wilson, 2005; Rapoport, 2013) along with the importance to increase understanding across cultural and national boundaries (e.g., Carano & Stuckart, 2013; Merryfield, 2000). The globalization of our political, economic, environmental, and technological systems has changed the skills students need to become effective citizens (Merryfield, 2000). The pace by which these systems have transformed are unprecedented (Kennedy, 2007). As a result, 21st century students must be educated for this new global reality if they are to develop the skills necessary to interact effectively with people who differ from them culturally, geographically, and nationally. Unfortunately, global perspectives have not been prioritized. The overwhelming majority of countries, including the United States, emphasize nationalistic curricula (Tye, 2009) and isolationism and stereotyping those perceived to be different appears to be on the rise. This special issue of the Oregon Journal of the Social Studies attempts to provide educators pedagogical ideas for bringing global perspectives into the classroom. Nine articles and a book review address wise practices to meet students’ needs through practicing global perspectives in the social studies classroom. Our first section, global perspectives in social studies research, includes two articles. The initial article, Pluralist Citizenship Pedagogy: Teaching for Diversity in One Rural Classroom in Southern Ontario, Canada, is by Joanne M. Pattison-Meek. In the article, the author shares the results of a case study on teaching for pluralist citizenship. In Non-Western Regional Representations in U.S. 9th Grade Social Studies Textbooks: Cases of Nigeria, Iran, and Turkey, Oluseyi Matthew Odebiyi, Ufuk Keles, Behzad Mansouri, and Alison Mudd Papaleo discuss ways in which selected U.S. social studies textbooks misrepresent countries from other world regions. The global perspectives in social studies practice section has five articles. Each article explores different methods for incorporating global perspectives in the classroom. Stephen J. Thornton begins the discourse with Does the Study of Geography Enhance Global Awareness. In the article, he reminds us of the need to go beyond knowledge-based curricula when attempting to facilitate global awareness in students. Thornton emphasis the importance of relational aspects and the how of teaching in order that students gain a global awareness. In Teaching about Global Social Issues with Contemporary Art, Bárbara C. Cruz demonstrates how the integration of contemporary art can be used to teach about global issues while allowing for students of differing academic levels to learn through visual literacy. Nick Bardo shares three example simulations that when combined with reflection can enhance student cross-cultural awareness, without leaving the classroom, in Developing Global Perspectives in the Social Studies: Three Cross-Cultural Simulations. Kenneth T. Carano provides ideas and resources for using social media to connect students to their peers around the world while teaching critical skills in Global The Oregon Council for the Social Studies is an affiliate of the National Council for the Social Studies Volume 6, Number 1 P a g e | 1 The Oregon Journal of the Social Studies Collaboration through Social Media. In this section’s final article. Explaining Exploros: A Social Studies Technological Innovation to Enhance Student Participation, Arren Swift demonstrates a methodology for teaching students multiple perspectives through inquiry by utilizing a technology device used by many teenagers. The global perspectives through literature section includes two articles that provide effective ways of using children’s literature to teach global education. In Opening Doors to World Cultures: The Power of Children’s Literature to Teach global, Cross-Cultural Aims, Heidi J. Torres shares teaching strategies for using children’s books to teach cross-cultural understanding. Elizabeth Kenyon provides global books and discusses ways to include inquiry in the early grades to foster global understanding in Small Steps: Meeting Social Studies Standards Through Global Literature in Early Childhood. The final article, is a book review by Melanie Landon-Hays of The global education guidebook: Humanizing K-12 classrooms worldwide through equitable partnerships. If you are like me after reading the review, you are likely to find yourself wanting to have this book on your own shelf. As we continue to help our students navigate this diverse world, we trust you find this sampling of articles thought provoking and hope you have the opportunity to use many of these ideas and resources in your own classroom to teach global perspectives. As always, we invite you to engage in the dialogue and welcome your comments on any of the contributions to this or previous issues at [email protected]. Additionally, in our attempt to support the social studies profession, all archived articles continue to be free and readily accessible on the Oregon for the Social Studies website (https://sites.google.com/site/oregoncouncilforsocialstudies/home). References Carano, K. T., Stuckart, D. W. (2013). Blogging for global literacy and cross-cultural awareness. In L. Nganga, J. Kambutu, & W. B. Russell III (Eds.), Exploring globalization opportunities and challenges in social studies: Effective instructional approaches. (pp. 179-196). New York: Peter Lang. Kennedy, P. (2007). Global transformations but local, “bubble” lives: Taking a reality check on some globalization concepts. Globalizations, 4, 267-282. Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16, 429-443. Merryfield, M. M., & Wilson, A. (2005). Social studies and the world: Teaching global perspectives. Silver Spring, MD: National Council for the Social Studies. Rapoport, A. (2013). Global citizenship themes in the social studies classroom: Teaching devices and teachers’ attitudes. The Educational Forum, 77(4), 407-420. Tye, K. A. (2009). A history of the global education movement in the United States. In T. F. Kirkwood-Tucker (Ed.), Visions in global education: The globalization of curriculum and pedagogy in teacher education and schools (pp. 3-24). New York, NY: Peter Lang. The Oregon Council for the Social Studies is an affiliate of the National Council for the Social Studies Volume 6, Number
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