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Roundtable #2: Standards, Curriculum, and Position Statements: Cases Inclusion, Exclusion, or [Mis-]Representation

Thu Nov 29 10:30 am to 11:45 am
Grand Ballroom B, Ballroom Level, East Tower

Rebecca C. Christ, Florida International University

Where is race? A critical whiteness studies analysis of NCSS position statements

Discussant:Rebecca C. Christ, University of Missouri

This is a document analysis study that analyzed the National Council of Social Studies' position statements from 2004-2017. Critical Whiteness Studies and White Social Studies were used as analytical frameworks. Findings portray that NCSS maintains a colorblind discourse, minimizes racist legacies, and fails to name racism in its official statements.
Sara Demoiny, Auburn University


Against 'economic man': A feminist challenge to prevailing neoclassical norms in K-12 economics education


This paper outlines core tenets of feminist economics, and contrasts these tenets with traditional neoclassical economic assumptions about human nature, value, and power. It also critiques national standards in economics for exclusively adopting the neoclassical paradigm, and offers content and pedagogy that would address the absence of feminist economics perspectives.
Neil Shanks, Unaffiliated


Global Citizenship, Migration, and National Curriculum: A Tale of Two Nations


This study offers an analysis of Scotland and South Korea's national curriculums, paying particular attention to manifestations of global citizenship education in two unique migrant contexts. Findings indicate common nation-building rhetoric towards a homogeneous, unified culture while portraying migration and accompanying phenomena as major sources of social problems and conflicts.
Timothy Patterson, Temple University; Yoonjung Choi, Ewha Womans University