Teaching sustainability as a social issue: Learning from three teachers

Many researchers cite living more sustainably as humans' most pressing long- term challenge. Living sustainably can be defined as meeting one's needs without interfering with future generations ability to meet their needs. Engaging students with the social causes and effects of sustainability issues may help to address and create dialogue about our own needs and those of future generations. Unfortunately, no studies examine how teachers deliver this topic as a social issue in their classrooms. Through the research question, "What are the curricular, pedagogical, and assessment strategies of three teachers when they teach the social issues of sustainability education?" this qualitative case study seeks findings useful to the education field. For example, teachers might learn how peers plan, implement, and assess this sort of instruction. Teacher educators could create or update pre- service education sustainability frameworks. Or, researchers might study the findings' impact on existing educational paradigms. Thus, this study advances understanding within education on ways to sustain humanity's prosperity

Framing the pandemic within global citizenship education

The coronavirus pandemic has presented an opportunity to rethink how social studies education is framed. Using global citizenship education to teach about the pandemic properly places global health within the purview of all people and builds an onramp for teachers and students to make this kind of theoretical framing a mainstream part of social studies instruction. Drawing on the practice of one experienced secondary social studies teacher, this paper discusses the potential of issues-centered dialogue about the pandemic to narrow the gap between what people know about global health issues and what they do about them

Viewing videos of controversial issues instruction: What influences transformative reflection?

This mixed-methods study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study was situated in a graduate level, pre-service social studies seminar and lasted for three years. It examined pre-service social studies teachers’ responses to classes that utilized videotaped instruction of an experienced practitioner teaching lessons about controversial free speech. The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of 63 pre-service social studies teachers. Findings emphasize that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher’s classroom, a phenomenon we called ‘transposing’. Implications of this study identify issues about how to teach for pedagogical transformations in controversial issues instruction

‘George Eliot’s French’: transcending the monocultural self in Daniel Deronda

Focusing on an analysis of French lexical items in George Eliot’s Daniel Deronda, this article examines the nature of composite textuality. More precisely, it proposes a way of describing the use of an intercultural idiom in Daniel Deronda as a way of shedding light on the nature of linguistic borrowing in the context of dialogical identity. This will provide the basis for the claim that the characters’ use of mixed utterances generates inferences which make the transcending of the monocultural self possible and create alternatives of being

The sensational Victorian nursery : Mrs Henry Wood's parenting advice

Parenting advice has become a booming industry as well as probably one of the most contested discourses. Its proliferation and continued diversification are often considered a particularly contemporary problem, yet the virulent marketing of “expert” advice on childrearing has its roots as much in the nineteenth-century publishing industry as in the overlapping Victorian cults of domesticity, maternity, and childhood. The nineteenth century saw an explosion of advice literature on the physical, moral, and intellectual education of infants and young children. Childrearing, or parenting, rapidly created a niche market, producing specialised manuals and magazines for mothers, the precursors of the current parenting advice literature. As Victorian novelists tapped into the anxieties that these publications both addressed and further fostered, they laid bare the pressure that the childrearing discourses were exerting on mothers, yet popular authors also quickly realised how their own writing offered a vehicle for specific conceptualisations of motherhood. Harrowing scenes were used to dramatise the effects of different parenting practices; protagonists’ quarrels about such practices served both as characterisation devices and as comments on ideological conflicts between different concepts of childrearing. In the most self-consciously insightful moments, the growing supply of information came itself under criticism. Victorian novelists actively participated in shaping and circulating parenting advice in print. The sensationalised nursery fascinatingly expressed the anxieties surrounding childrearing and showed how versatile the interpellation of mothering instructions in fiction could be.Accepted versio