Mindful Social Studies

Natalie Keefer; Tori K. Flint

doi:10.5771/9781666908008

Summary

Mindful Social Studies: Frameworks for Social Emotional Learning and Critically Engaged Citizens 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.

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Bibliographic data

Copyright year: 2022
ISBN-Print: 978-1-6669-0799-5
ISBN-Online: 978-1-6669-0800-8
Publisher: Lexington, Lanham
Language: English
Pages: 324
Product type: Edited Book

1. Contents No access
2. List of Figures, Tables, and Textbox No access
1. 1. Mindfulness and SEL in the Social Studies Classroom No access
  2. Culturally Relevant and Sustaining Pedagogies No access
  3. An Invitation to Engage With, In, and Through Critical SEL and Mindfulness: The Present Volume No access
  4. References No access
2. 1. A Brief History of Secular, Modern-Day Mindfulness and Its Epistemic Erasure of Asians and Asian Americans No access
  2. A Critique of Secular, Modern-Day Mindfulness in Schools: The Erasure of Asian and Asian American Contributions Continues No access
  3. Classroom Recommendations: Historicizing the Tradition beyond McMindfulness No access
  4. Conclusion No access
  5. References No access
3. 1. Civic Education and SEL to Address Systemic Injustice No access
  2. Critical Affective Civic Literacy No access
  3. Developing CACL through Social Studies Inquiries into Immigration and Cultural Diversity No access
  4. What Kind of Affective Citizen? No access
  5. References No access
4. 1. Mindful of Race: The Evolution of Our Initiative No access
  2. Mindful Civic Education No access
  3. A Civic Mindfulness Framework No access
  4. Developing the Mindfulness Sessions No access
  5. Session One: Social Studies Content Knowledge No access
  6. Session Two: Civic Intellectual Skills No access
  7. Session Three: Civic Dispositions No access
  8. Next Steps No access
  9. Conclusions No access
  10. References No access
  11. Note to Readers No access
5. 1. Antiracist Education No access
  2. Transformative Social Emotional Learning No access
  3. Antiracist Principles No access
  4. Conclusion No access
  5. References No access
6. 1. Historical Empathy No access
  2. Memorialism No access
  3. African American Memorialism No access
  4. The Emancipation Memorial: Examining African American Voices No access
  5. Monument Making in the Twenty-First Century: Giving Voice to Silence No access
  6. Conclusion No access
  7. References No access
7. 1. Theoretical Framework(s) No access
  2. Discussion No access
  3. Conclusions and Implications No access
  4. References No access
1. 1. Theoretical Background No access
  2. A Framework of Historical Empathy for Social and Emotional Learning No access
  3. Curricular Task No access
  4. Conclusion No access
  5. References No access
2. 1. Civic Reflection No access
  2. Conceptual Links between Civic Reflection and Mindfulness No access
  3. Civic Reflection in Social Studies Education No access
  4. Methods and Data No access
  5. References No access
3. 1. Within the Context of Social Studies No access
  2. The Nexus No access
  3. Early Roots of Circle Strategy No access
  4. Grounding Circle No access
  5. Using Circle to Teach Content No access
  6. Restorative Practice Circle No access
  7. Conclusion No access
  8. References No access
4. 1. Literature Review No access
  2. Methodology No access
  3. Findings No access
  4. Discussion No access
  5. Recommendations No access
  6. Conclusion No access
  7. References No access
5. 1. A Word on Scripted Curricula No access
  2. Social Studies Instruction and Students with Dissimilar Learning Needs No access
  3. Mindful Teaching in the Inclusive Secondary Social Studies Curriculum No access
  4. Conclusion No access
  5. References No access
6. 1. The Framework of Civic Mindfulness No access
  2. Civic Mindfulness Tools in Social Studies Education No access
  3. Conclusion No access
  4. References No access
7. 1. Historical Origins No access
  2. Financial Literacy Overview No access
  3. A Spiritual Defining and Measuring of Financial Literacy No access
  4. References No access
8. 1. Respect for Humankind: The Path of Mindful Human Rights Education No access
  2. Description of The World As It Could Be Human Rights Education Program No access
  3. TWAICB In-Class Curriculum No access
  4. TWAICB Rite of Passage Curriculum No access
  5. Conclusion No access
  6. References No access
9. 1. Philosophy for Children No access
  2. YeahKids Philosophy for Children No access
  3. YeahKids Philosophy for Children and the Social Studies Classroom No access
  4. Final Thoughts No access
  5. References No access
1. Appendix A No access
2. Appendix B No access
3. Appendix C No access
4. Appendix D No access
5. Cinquain Poem Instructions No access
6. Haiku Poem Instructions No access
7. Appendix E No access
8. Appendix F No access
9. Appendix G No access
Index No access Pages 309 - 316
About the Contributors No access Pages 317 - 324