Kevin D. Vinson
Biography
Dr. Kevin D. Vinson received his PhD in Curriculum and Instruction from the University of Maryland in 1996. In addition he holds a BA in History (University of Maryland Baltimore County) and an MA in Curriculum and Instruction (Loyola University in Maryland ). Dr. Vinson is the co-author of the book Image and Education: Teaching in the Face of the New Disciplinarity and the co-editor of Defending Public Schools: Curriculum (both with E. Wayne Ross). His scholarship has appeared in Theory and Research in Social Education, Educational Studies, and The Journal of Critical Education Policy Studies (among others) and has been presented at the annual conferences of organizations such as the American Educational Research Association, the American Educational Studies Association, and the National Council for the Social Studies. Dr. Vinson is married to Melissa Wilson, also as Lecturer, and has a daughter, Olivia, and a stepdaughter, Miriam.
Research Interests
Social Studies Education
Philosophy of Education
Curriculum Theory
Critical Pedagogy
Specifically, Dr. Vinson is pursues a critical theoretical understanding of the relationships between schools and the broader society, particularly in terms of social justice, democracy, and the contextualizing characteristics of surveillance-spectacle, representation, socially mediated social relationships, and power. He is currently working on a new book tentatively entitled iCitizenship: The Foundations of a Contemporary Critical Social Pedagogy.
Dr. Kevin D. Vinson received his PhD in Curriculum and Instruction from the University of Maryland in 1996. In addition he holds a BA in History (University of Maryland Baltimore County) and an MA in Curriculum and Instruction (Loyola University in Maryland ). Dr. Vinson is the co-author of the book Image and Education: Teaching in the Face of the New Disciplinarity and the co-editor of Defending Public Schools: Curriculum (both with E. Wayne Ross). His scholarship has appeared in Theory and Research in Social Education, Educational Studies, and The Journal of Critical Education Policy Studies (among others) and has been presented at the annual conferences of organizations such as the American Educational Research Association, the American Educational Studies Association, and the National Council for the Social Studies. Dr. Vinson is married to Melissa Wilson, also as Lecturer, and has a daughter, Olivia, and a stepdaughter, Miriam.
Research Interests
Social Studies Education
Philosophy of Education
Curriculum Theory
Critical Pedagogy
Specifically, Dr. Vinson is pursues a critical theoretical understanding of the relationships between schools and the broader society, particularly in terms of social justice, democracy, and the contextualizing characteristics of surveillance-spectacle, representation, socially mediated social relationships, and power. He is currently working on a new book tentatively entitled iCitizenship: The Foundations of a Contemporary Critical Social Pedagogy.
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Papers by Kevin D. Vinson
In this chapter we explore social studies education and SBER from a variety of perspectives and on a variety of levels. We begin by over/reviewing the nature and meaning of SBER, defining the term, for example, and briefly introducing its recent history, particularly vis-à-vis national public school policy work and the work of those national commissions and “blue ribbon” panels that influenced its development and evolution (e.g., The National Commission on Excellence in Education’s 1983 publication A National at Risk: The Imperative for Educational Reform) and legislation such as the President Bush’s No Child Left Behind Act of 2001 (NCLB) and President Obama’s “Race to the Top.” Second, we frame social studies education itself within the larger milieu of SBER, focusing primarily upon the curriculum standards work of the National Council for the Social Studies (NCSS). We consider here the creation and influence of such significant documents as Charting a Course and Expectations of Excellence: Curriculum Standards for Social Studies. Third, we introduce and explicate the continuing debate surrounding social studies education and SBER, first with respect to the widely publicized debate over National History Standards and second with respect to more recent NCLB-inspired critique. We present, of course, both the pro-SBER and anti-SBER perspectives. And fourth, we situate the present status of social studies education in terms of SBER. We conclude by considering the “big picture” of what all of this might mean for contemporary and future social studies education, particularly in terms of purpose, curriculum, instruction, teaching methodologies, assessment, teacher education, and policymaking.""
Los estudios sociales tienen una historia contenciosa como asignatura escolar y este artículo comienza con una visión general de los puntos de vista que históricamente compiten sobre la naturaleza y fines de la educación de estudios sociales en el contexto de América del Norte. A continuación, se ofrece un examen crítico de las reformas educativas recientes en los EE.UU. (Ningún Niño se Queda Atrás y los Estándares Estatales Comunes), que utilizan las pruebas de alta exigencia como una herramienta para estandarizar el currículo de estudios sociales y los métodos de enseñanza. La sección final del artículo examimna tanto los niveles significativos de resistencia de los estudiantes, profesores y el público a las pruebas de alta exigencia y a la estandarización del currículo y la pregunta de si la educación en estudios sociales promoverá ciudadanía adaptable al status quo o a la reconstrucción de la sociedad en formas mas equitativas y socialmente más justas.