641
Views
4
CrossRef citations to date
0
Altmetric
Features

“There is no such thing as being Guamanian”: Controversial Issues in the Context of Guam

REFERENCES

  • Asher, N., & Crocco, M. S. (2001). (En)gendering multicultural identities and representation in education. Theory and Research in Social Studies, 29, 129–151. doi:10.1080/00933104.2001.10505932
  • Banks, J. (1993). Approaches to multicultural curriculum reform. In J. Banks and C. Banks ( Eds.), Multicultural education: Issues and perspectives (2nd ed., pp. 195–214). Boston: Allyn & Bacon.
  • Banks, J. (2004). Teaching for social justice, diversity, and citizenship in a global world. Educational Forum, 68, 296–305. doi:10.1080/00131720408984645
  • Barton, K. C., & McCully, A. (2007). Teaching controversial issues … where controversial issues really matter. Teaching History, 127(7), 13–19.
  • Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.
  • Byford, J., Lennon, S., & Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. Clearing House, 82, 165–170. doi:10.3200/TCHS.82.4.165-170
  • Camicia, S. P. (2008). Deciding what is a controversial issue: A case study of social studies curriculum controversy. Theory & Research in Social Education, 36, 298–316. doi:10.1080/00933104.2008.10473378
  • Chikoko, V., Gilmour, J. D., Harber, C., & Serf, J. (2011). Teaching controversial issues and teacher education in England and South Africa. Journal of Education for Teaching, 37, 5–19. doi:10.1080/02607476.2011.538268
  • Connolly, W. (2002). Identity\Difference: Democratic negotiations of political paradox. Minneapolis: University of Minnesota Press.
  • Crossa, V. (2005). Converting the “small stories” into “big” ones: A response to Susan Smith’s “States, markets and an ethic of care.” Political Geography, 24, 29–34. doi:10.1016/j.polgeo.2004.10.008
  • Curtis, C. K., & Shaver, J. P. (1980). Slow learners as the study of contemporary problems. Social Education, 44, 302–309. Retrieved from http://www.socialstudies.org/
  • Diaz, V. (2010). Repositioning the missionary: Rewriting the histories of colonialism, native Catholicism, and indigeneity in Guam. Honolulu: University of Hawaii Press.
  • Engle, S. H. (1960). Decision making: The heart of social studies instruction. Social Education, 24, 301–304. Retrieved from http://www.socialstudies.org/
  • Engle, S. H., & Ochoa, A. S. (1988). Education for democratic citizenship: Decision making in the social studies. New York, NY: Teachers College Press.
  • Entman, R. M. (2004). Projections of power: Framing news, public opinion and U.S. foreign policy. Chicago, IL: The University of Chicago Press.
  • Flinders, D. J. (2005). Adolescents talk about the war in Iraq. Phi Delta Kappan, 87, 320–323.
  • Foley, C. L., & Petty, J. A. (1996). Working with what you have. Reading Today, 14(1), 28. Retrieved from http://www.reading.org/
  • Gaughan, J. (2001). Reinventing English: Teaching in the contact zone. Portsmouth, NH: Boynton/Cook.
  • Gay, G. (1997). The relationship between multicultural and democratic education. The Social Studies, 88, 5–11. doi:10.1080/00377999709603738
  • Giroux, H. (1988). Teachers as intellectuals. Westport, CT: Bergin & Garvey.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
  • Glesne, C. (2005). Becoming qualitative researchers. White Plains, NY: Longman.
  • Goldensen, R. D. (1978). An alternative view about the role of the secondary school in political socialization: A field experimental study of the development of civil liberties attitudes. Theory & Research in Social Education, 6(1), 44–72. doi:10.1080/00933104.1978.10506023
  • Graseck, S. (2009). Teaching with controversy. Educational Leadership, 67, 45–49. Retrieved from http://www.ascd.org/
  • Gunew, S. (1998). The dilemmas of a multicultural nomad caught up in (post)colonialism. Postcolonial Studies, 1, 321–331. doi:10.1080/13688799889996
  • Hahn, C. L. (1991). Controversial issues in social studies. In J. P. Shaver ( Ed.), Handbook of research on social studies teaching and learning (pp. 470–480). New York: Macmillan.
  • Hahn, C. L. (2006). Comparative and international social studies research. In K. C. Barton ( Ed.), Research methods in social studies education (pp. 139–158). Greenwich, CT: Information Age.
  • Hahn, C. L., & Alviar-Martin, T. (2008). International political socialization research. In L. S. Levstik & C. A. Tyson ( Eds.), Handbook of research in social studies education (pp. 81–108). New York, NY: Routledge.
  • Harwood, A. M., & Hahn, C. L. (1990). Controversial issues in the classroom. Bloomington, IN: Eric Clearinghouse for Social Studies Education.
  • Hattori, A. (2001). Guam. In M. Ember & C. R. Ember ( Eds.), Countries and their Cultures (pp. 922–927). New York, NY: Macmillan.
  • Hattori, A. (2011). Re-membering the past. Journal of Pacific History, 46, 293–318. doi:10.1080/00223344.2011.632905
  • Hess, D. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory & Research in Social Education, 30, 10–41. doi:10.1080/00933104.2002.10473177
  • Hess, D. (2004). Discussion in social studies: Is it worth the trouble? Social Education, 68, 151–155.
  • Hess, D. (2008). Controversial issues and democratic discourse. In L. S. Levstik & C. A. Tyson ( Eds.), Handbook of research in social studies education (pp. 124–36). New York, NY: Routledge.
  • Hess, D. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.
  • Hess, D., & Ganzler, L. (2006). Patriotism and ideological diversity in the classroom. In J. Westheimer ( Ed.), Pledging allegiance: The politics of patriotism in America’s schools (pp. 131–138). New York, NY: Teachers College Press.
  • Hess, D., & Posselt, J. (2002). How high school students experience and learn from the discussion of controversial public issues. Journal of Curriculum and Supervision, 17, 283–314.
  • Hlebowitsh, P. S. (2005). Designing the school curriculum. Boston, MA: Allyn & Bacon.
  • Hunt, M. P., & Metcalf, L. E. (1968). Teaching high school social studies. New York, NY: Harper and Row.
  • Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. Anthropology and Education Quarterly, 36, 24–42.
  • King, J. T. (2009). Teaching and learning about controversial issues: Lessons from Northern Ireland. Theory & Research in Social Education, 37, 215–246. doi:10.1080/00933104.2009.10473395
  • LeCompte, M. D., & Schensul, J. J. (1999). Analyzing and interpreting ethnographic data. Walnut Creek, CA: AltaMira.
  • Lee, W. O. (2004). Perception of citizenship qualities among Asian educational leaders. In D. Grossman, K. Kennedy, & G. Fairbrother ( Eds.), Citizenship education in Asia and the Pacific: Concepts and issues (pp. 137–156). Hong Kong: Kluwer Academic.
  • Levinson, R. (2008). Promoting the role of the personal narrative in teaching controversial socio-scientific issues. Science & Education, 17, 855–871. doi:10.1007/s1119100790768
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Lockwood, A. L. (1996). Controversial issues: The teacher’s crucial role. Social Education, 60, 28–31.
  • Macgillivray, I. K., & Jennings, T. (2008). A content analysis exploring lesbian, gay, bisexual, and transgender topics in foundations of education textbooks. Journal of Teacher Education, 59, 170–188. doi:10.1177/0022487107313160
  • Marcus, A. S., & Stoddard, J. D. (2009). The inconvenient truth about teaching history with documentary film: Strategies for presenting multiple perspectives and teaching controversial issues. Social Studies, 100, 279–284. doi:10.1080/00377990903283957
  • May, S. (2009). Critical multiculturalism and education. In J. A. Banks ( Ed.), The Routledge international comparison to multicultural education (pp. 33–48). New York, NY: Routledge.
  • McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58, 51–65. doi:10.1080/00131910500352671
  • McGowan, T., McGowan, M. J., & Lombard, R. H. (1994). Empowering young citizens for social action. Social Studies & the Young Learner, 7, 21–23.
  • Merriam, S. B. (2001). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Misco, T. (2007). The frustrations of reader generalizability and grounded theory: Alternative considerations for transferability. Journal of Research Practice, 3, 1–11.
  • Misco, T. (2008). “We did also save people”: A study of Holocaust education in Romania after decades of historical silence. Theory & Research in Social Education, 36, 61–94. doi:10.1080/00933104.2008.10473367
  • Misco, T. (2010). Moving beyond fidelity expectations: Rethinking curriculum reform for controversial topics in post-communist settings. Theory & Research in Social Education, 38, 182–216. doi:10.1080/00933104.2010.10473422
  • Misco, T. (2011). Deontological reconceptualization: A study of moral education in Beijing. Theory & Research in Social Education, 39, 298–316. doi:10.1080/00933104.2011.10473464
  • National Council for the Social, Studies (2010). National curriculum standards for social studies. Silver Spring, MD: Author.
  • Ochoa-Becker, A. (2007). Democratic education for social studies: An issues-centered decision making curriculum. Greenwich, CT: Information Age.
  • Oliver, D. W., & Shaver, J. P. (1966). Teaching public issues in the high school. Boston, MA: Houghton Mifflin.
  • Osler, A., Starkey, H., & Vincent, K. (2002). An evaluation of UNESCO publications on human rights education. Retrieved from http://www.unesco.org
  • Rapadas, J., Balajadia, M., & Rubinstein, D. (2005). Guam: Caught amidst change and tradition. In A. J. Marsella, A. Austin, & B. Grant ( Eds.), Social change and psychosocial adaptation in the Pacific Islands: Cultures in transition (pp. 145–170). New York, NY: Springer Science.
  • Remy, R. C. (1972). High school seniors’ attitudes toward their civics and government instruction. Social Education, 36, 590–597. Retrieved from http://www.socialstudies.org/
  • Schofield, J. W. (1990). Increasing the generalizability of qualitative research. In E. W. Eisner & A. Peshkin ( Eds.), Qualitative inquiry in education: The continuing debate (pp. 201–232). New York, NY: Teachers College Press.
  • Schwab, J. J. (1973). The practical: Translation into curriculum. In I. Westbury & N. J. Wilkof ( Eds.), Science, curriculum, and liberal education (pp. 365–383). Chicago, IL: University of Chicago Press.
  • Smith, L. T. (2005). On tricky ground: Researching the native in the age of uncertainty. In N. K. Denzin & Y. S. Lincoln ( Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 85–108). Thousand Oaks, CA: Sage.
  • Steiner-Khamsi, G., Torney-Purta, J., & Schwille, J. (2002). Introduction: Issues and insights in cross-national analysis of qualitative studies. New paradigms and recurring paradoxes in education for citizenship: An international comparison. London, England: Elsevier.
  • U.S. Census Bureau. (n.d.). Census 2000 data for Guam. Retrieved from http://www.census.gov/census2000/guam
  • Young, I. M. (1996). Communication and the other: Beyond deliberative democracy. In S. Benhabib ( Ed.), Democracy and difference: Contesting the boundaries of the political (pp. 120–137). Princeton, NJ: Princeton University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.