Details
Mindful Social Studies
Frameworks for Social Emotional Learning and Critically Engaged CitizensMindfulness in Education
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44,99 € |
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| Verlag: | Lexington Books |
| Format: | EPUB |
| Veröffentl.: | 16.08.2022 |
| ISBN/EAN: | 9781666908008 |
| Sprache: | englisch |
| Anzahl Seiten: | 332 |
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Beschreibungen
<p><span>Mindful Social Studies: Frameworks for Social Emotional Learning and Critically Engaged Citizens</span><span> situates the field of social studies education as uniquely poised to integrate anti-racist, equity, and asset-based pedagogies with contemplative, mindfulness-based strategies to promote the knowledge, skills, and dispositions students need to be effective citizens. Students’ Social Emotional Learning (SEL) hinges upon their experience(s) engaging in authentic learning that strengthens cognitive skills, including critical thinking, self-awareness, reflection, compassion, empathy, and perspective taking. In this volume, the co-editors have curated reflective K-16 practitioner-style, research-focused, and theory-based chapters that explore social justice-orientated contemplative pedagogies, as well as mindfulness-related frameworks and strategies for teaching social studies and the social and behavioral sciences. In this book, chapter authors explore ways of cultivating specific mindfulness-related social studies dispositions and transformative rationales and approaches for critical mindfulness and SEL based on compelling arguments for meeting the needs of students, families, and educators in a dynamic and increasingly diverse society.</span></p>
<p><span>Mindful Social Studies</span><span> situates the field of social studies education as uniquely poised to integrate anti-racist, equity, and asset-based pedagogies with contemplative, mindfulness-based strategies. Chapters explore ways of cultivating critical mindfulness and SEL to meet the needs of diverse students, families, educators, and communities.</span></p>
<p><span>List of Figures and Tables</span></p>
<p><span>Part One: Critical Reflections: Centering Social Emotional Learning and Mindfulness in the Classroom Context</span></p>
<p><span>Introduction: Gazing Inward and Outward by Connecting SEL, Mindfulness, and Critical Pedagogies in the Social Studies Classroom</span></p>
<p><span>Natalie Keefer and Tori K. Flint</span></p>
<p><span>Chapter One: “Still Can’t Say Namaste?!”: Making Asians and Asian Americans Visible in the School-Based Mindfulness Movement </span></p>
<p><span>Mohit Mehta and Joanna Batt</span></p>
<p><span>Chapter Two: Teaching Critical Affective Civic Literacy through Social Studies Inquiry</span></p>
<p><span>Patrick Keegan</span></p>
<p><span>Chapter Three: Civic Mindfulness: Teaching About Racism with Courage and Compassion</span></p>
<p><span>Elizabeth Yeager Washington, Maria Cristina da Costa Leite, and Ana Puig</span></p>
<p><span>Chapter Four: From the Null to the Explicit: Building Antiracist Practices Into our Everyday Teaching of Social Studies</span></p>
<p><span>Brittany L. Jones and Melanie M. McCormick</span></p>
<p><span>Chapter Five: Giving Voice to the Struggle for Civil Rights: Utilizing Memorialism to Develop Students' Historical Empathy Skills</span></p>
<p><span>Nefertari Yancie and James D. Nunez</span></p>
<p><span>Chapter Six: Bringing in Our ‘Full Humanness’: Moving Toward Critical, Humanity-Focused, Assets-Based Pedagogy</span></p>
<p><span>Tori K. Flint and Natalie Keefer</span></p>
<p><span>Part Two: Contemplative Frameworks and Pedagogies</span></p>
<p><span>Chapter Seven: A Framework of Historical Empathy for Social and Emotional Learning: </span></p>
<p><span>A Perspective-Taking Praxis</span></p>
<p><span>Joseph I. Eisman and Timothy J. Patterson </span></p>
<p><span>Chapter Eight: Fostering Classroom Contemplation through Civic Reflection Discussions</span></p>
<p><span>Alexander Pope IV, Sarah M. Surak, and Matthew Bernor</span></p>
<p><span>Chapter Nine: Using Circles to Embed SEL and Mindfulness in the Social Studies Classroom </span></p>
<p><span>Michelle D. Cude and Dana L. Haraway</span></p>
<p><span>Chapter Ten: Gratitude Practice as Democratic Teacher Praxis: Building Agency and Belonging in Social Studies Classrooms </span></p>
<p><span>Elizabeth O. Crawford and Michael Fauteux</span></p>
<p><span>Chapter Eleven: Mindful Teaching in the Inclusive Social Studies Classroom: Helping Students with Dissimilar Learning Needs Engage with the Curriculum</span></p>
<p><span>Maria I. Bravo-Ruiz and Allison M. Bernard</span></p>
<p><span>Chapter Twelve: Civic Mindfulness in Social Studies: A Framework for Contemplative Citizenship</span></p>
<p><span>Kelsey Evans-Amalu, Eric Claravall, and Brian Furgione</span></p>
<p><span>Chapter Thirteen: “I am not a field hand:” Spirituality, Mindfulness, and Financial Literacy</span></p>
<p><span>Thomas A. Lucey and Kathleen Cooter</span></p>
<p><span>Chapter Fourteen: The Human Rights Portal to Teaching Mindfulness and Civic Engagement</span></p>
<p><span>Rosemary Ann Blanchard and Sandy Sohcot</span></p>
<p><span>Chapter Fifteen: Philosophy for Children as a Democratic Community of Inquiry</span></p>
<p><span>Shaofei Han and Heather N. Stone</span></p>
<p><span>Appendices</span></p>
<p><span>About the Contributors</span></p>
<p></p>
<p><span>Part One: Critical Reflections: Centering Social Emotional Learning and Mindfulness in the Classroom Context</span></p>
<p><span>Introduction: Gazing Inward and Outward by Connecting SEL, Mindfulness, and Critical Pedagogies in the Social Studies Classroom</span></p>
<p><span>Natalie Keefer and Tori K. Flint</span></p>
<p><span>Chapter One: “Still Can’t Say Namaste?!”: Making Asians and Asian Americans Visible in the School-Based Mindfulness Movement </span></p>
<p><span>Mohit Mehta and Joanna Batt</span></p>
<p><span>Chapter Two: Teaching Critical Affective Civic Literacy through Social Studies Inquiry</span></p>
<p><span>Patrick Keegan</span></p>
<p><span>Chapter Three: Civic Mindfulness: Teaching About Racism with Courage and Compassion</span></p>
<p><span>Elizabeth Yeager Washington, Maria Cristina da Costa Leite, and Ana Puig</span></p>
<p><span>Chapter Four: From the Null to the Explicit: Building Antiracist Practices Into our Everyday Teaching of Social Studies</span></p>
<p><span>Brittany L. Jones and Melanie M. McCormick</span></p>
<p><span>Chapter Five: Giving Voice to the Struggle for Civil Rights: Utilizing Memorialism to Develop Students' Historical Empathy Skills</span></p>
<p><span>Nefertari Yancie and James D. Nunez</span></p>
<p><span>Chapter Six: Bringing in Our ‘Full Humanness’: Moving Toward Critical, Humanity-Focused, Assets-Based Pedagogy</span></p>
<p><span>Tori K. Flint and Natalie Keefer</span></p>
<p><span>Part Two: Contemplative Frameworks and Pedagogies</span></p>
<p><span>Chapter Seven: A Framework of Historical Empathy for Social and Emotional Learning: </span></p>
<p><span>A Perspective-Taking Praxis</span></p>
<p><span>Joseph I. Eisman and Timothy J. Patterson </span></p>
<p><span>Chapter Eight: Fostering Classroom Contemplation through Civic Reflection Discussions</span></p>
<p><span>Alexander Pope IV, Sarah M. Surak, and Matthew Bernor</span></p>
<p><span>Chapter Nine: Using Circles to Embed SEL and Mindfulness in the Social Studies Classroom </span></p>
<p><span>Michelle D. Cude and Dana L. Haraway</span></p>
<p><span>Chapter Ten: Gratitude Practice as Democratic Teacher Praxis: Building Agency and Belonging in Social Studies Classrooms </span></p>
<p><span>Elizabeth O. Crawford and Michael Fauteux</span></p>
<p><span>Chapter Eleven: Mindful Teaching in the Inclusive Social Studies Classroom: Helping Students with Dissimilar Learning Needs Engage with the Curriculum</span></p>
<p><span>Maria I. Bravo-Ruiz and Allison M. Bernard</span></p>
<p><span>Chapter Twelve: Civic Mindfulness in Social Studies: A Framework for Contemplative Citizenship</span></p>
<p><span>Kelsey Evans-Amalu, Eric Claravall, and Brian Furgione</span></p>
<p><span>Chapter Thirteen: “I am not a field hand:” Spirituality, Mindfulness, and Financial Literacy</span></p>
<p><span>Thomas A. Lucey and Kathleen Cooter</span></p>
<p><span>Chapter Fourteen: The Human Rights Portal to Teaching Mindfulness and Civic Engagement</span></p>
<p><span>Rosemary Ann Blanchard and Sandy Sohcot</span></p>
<p><span>Chapter Fifteen: Philosophy for Children as a Democratic Community of Inquiry</span></p>
<p><span>Shaofei Han and Heather N. Stone</span></p>
<p><span>Appendices</span></p>
<p><span>About the Contributors</span></p>
<p></p>
<p><span>Natalie Keefer</span><span> is associate professor of social studies education, graduate coordinator, and Co-Director of the Louisiana Center for Research and Education on Languages and Literacies at the University of Louisiana Lafayette.</span></p>
<p><span> </span></p>
<p><span>Tori K. Flint</span><span> is associate professor of literacy and early childhood education in the College of Education at the University of Louisiana at Lafayette.</span></p>
<p><span> </span></p>
<p><span>Tori K. Flint</span><span> is associate professor of literacy and early childhood education in the College of Education at the University of Louisiana at Lafayette.</span></p>
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