Advertisement

Shadows of the Past

Historical Interpretation, Propaganda, and the Story of Ender Wiggin
  • Christopher Andrew Brkich
  • Tim Barko
  • Katie Lynn Brkich
Part of the Imagination and Praxis book series (IPCC)

Abstract

Popular science fiction provides classroom teachers multiple rich opportunities to adopt a critical lens in examining the ways in which governments and their people interact. Given the highly contested nature of both the social and natural sciences presently in the schools – particularly because of the ways in which these subject areas impact the political arena at the local, regional, and national levels – these serve as excellent fora in which to use popular science fiction to teach about and around socioscientific issues (SSI) and controversial public issues (CPI).

Keywords

Social Study Science Fiction Historical Narrative Socioscientific Issue Georgia Department 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. An act relating to education, HB 7087, Engrossed 3, Florida House of Representatives, 2006 Sess. (2006).Google Scholar
  2. An act to amend Tennessee Code Annotated, Title 49, Chapter 6, Part 10, relative to education, HB 229, Tennessee General Assembly, 107th Regular Sess. (2011).Google Scholar
  3. Anijar, K., Weaver, J. A., & Daspit, T. (2004). Introduction. In J. A. Weaver, K. Anijar, & T. Daspit (Eds.), Science fiction curriculum, cyborg teachers, and youth culture. New York, NY: Peter Lang.Google Scholar
  4. Bacon-Smith, C. (2000). Science fiction culture. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
  5. Bernstein, G. (1992). Propaganda, politics and critical thinking. Inquiry: Critical Thinking Across the Disciplines, 9(2), 14–15.Google Scholar
  6. A bill to be entitled “The Teach Freedom Act,” SB 426, Georgia Senate, 2012 Sess. (2012).Google Scholar
  7. Bixler, A. (2007). Teaching evolution with the aid of science fiction. American Biology Teacher, 69(6), 337–340.CrossRefGoogle Scholar
  8. Capra, F. R., Maj. (Director). (2012a). Prelude to war [DVD]. In F. R. Capra, Maj. (Producer), Why we fight. United States of America: Topics entertainment. (Originally released in 1942)Google Scholar
  9. Capra, F. R., Maj. (Director). (2012b). Why we fight [DVD]. United States: Topics entertainment. (Originally released in 1942)Google Scholar
  10. Card, O. S. (1994). Ender’s game. New York, NY: Tor Books. (Originally published in 1985)Google Scholar
  11. Chandler, P. T. (2006). Academic freedom: A teacher’s struggle to include “Other” voices in history. Social Education, 70, 354–357.Google Scholar
  12. Collins, S. (2008). The hunger games. New York, NY: Scholastic.Google Scholar
  13. Cramond, B. (1993). Speaking and listening: Key components of a complete language arts program for the gifted. Roeper Review, 16(1), 44–48. doi:  10.1080/02783199309553534.CrossRefGoogle Scholar
  14. Cullinan, B. E. (Ed.). (1987). Children’s literature in the reading program. Newark, DE: International Reading Association.Google Scholar
  15. Dahlgren, R. L. (2009). Fahrenheit 9/11 in the classroom. Teacher Education Quarterly, 36(1), 25–42.Google Scholar
  16. Dahlgren, R. L., & Masyada, S. (2009). Ideological dissonance: A comparison of the views of eight conservative students with the recruitment document from a southeastern college of education. Social Studies Research and Practice, 4(1), 1–11.Google Scholar
  17. Dick, P. K. (1996). Do androids dream of electric sheep? New York, NY: Del Rey. (Originally published in 1968)Google Scholar
  18. Dubeck, L. W., Bruce, M. H., Schmucker, J. S., Moshier, S. E., & Boss, J. E. (1990). Science fiction aids science teaching. Physics Teacher, 28(5), 316–318.CrossRefGoogle Scholar
  19. Freedman, C. (1987). Science fiction and critical theory. Science Fiction Studies, 14, 180–200.Google Scholar
  20. Freedman, C. (2000). Critical theory and science fiction. Hanover, NH: University Press of New England.Google Scholar
  21. Georgia Department of Education. (2011). Georgia performance standards for social studies – Grade 8. Retrieve July 10, 2013, from https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/SS%20Gr%208%20Curriculum%20Map.pdf
  22. Georgia Department of Education. (2012). 8th grade English language arts common core Georgia performance standards. Retrieved July 10, 2013, from https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_ELA_Grade8_Standards.pdf
  23. Graff, G. (1993). Beyond the culture wars: How teaching the conflicts can revitalize American education. New York, NY: W. W. Norton.Google Scholar
  24. Gunn, J. (1996). Teaching science fiction. Science Fiction Studies, 23, 377–384.Google Scholar
  25. Heinlein, R. A. (2006). Starship troopers. New York, NY: Ace Books. (Originally published in 1959)Google Scholar
  26. Laz, C. (1996). Science fiction and introductory sociology: The handmaid in the classroom. Teaching Sociology, 24(1), 54–63.CrossRefGoogle Scholar
  27. National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC: Author.Google Scholar
  28. National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Alexandria, VA: Author.Google Scholar
  29. National School Reform Faculty. (2009). Save the last word for me. Retrieved July 24, 2013, from http://www.nsrfharmony.org/protocol/doc/save_last_word.pdf Google Scholar
  30. Niensted, S. (1971). Reading in a thinking curriculum. Reading Teacher, 24(7), 659–662.Google Scholar
  31. Nunan, E. E., & Homer, D. (1981). Science, science fiction, and a radical science education. Science Fiction Studies, 8(3), 311–330.Google Scholar
  32. Onosko, J. J. (1991). Barriers to the promotion of higher order thinking in social studies. Theory and Research in Social Education, 19(4), 341–366.CrossRefGoogle Scholar
  33. Paik, P. Y. (2010). From utopia to apocalypse: Science fiction and the politics of catastrophe. Minneapolis, MN: University of Minnesota Press.Google Scholar
  34. Parrinder, P. (Ed.). (2001). Learning from other worlds: Estrangement, cognition, and the politics of science fiction and utopia. Durham, NC: Duke University Press.Google Scholar
  35. Prothero, J. (1990). Fantasy, science fiction, and the teaching of values. English Journal, 79(3), 32–34.CrossRefGoogle Scholar
  36. Sayyid, S. (2010). Do post-racials dream of white sheep? Coimbra, Portugal: Centro de Estudos Sociais. Retrieved July 12, 2013, from http://www.ces.uc.pt/projectos/tolerace/media/Working%20Paper%201/6%20CERS%20-%20Do%20Post-Racials%20Dream%20of%20White%20Sheep.pdf Google Scholar
  37. Stern, S. M., & Stern, J. A. (2011). The state of state US history standards, 2011. Washington, DC: Thomas B. Fordham Institute.Google Scholar
  38. Texas Essential Knowledge and Skills for Social Studies, 19 TAC 113 (2010).Google Scholar
  39. Verhoeven, P. (Director). (1997). Starship troopers [DVD Movie]. USA: Columbia TriStar Home Entertainment.Google Scholar
  40. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.CrossRefGoogle Scholar
  41. Zimmerman, J. (2002). Whose America?: Culture wars in the public schools. Cambridge, MA: Harvard University Press.Google Scholar
  42. Žižek, S. (2009). First as tragedy, then as farce. Brooklyn, NY: Verso.Google Scholar

Copyright information

© Sense Publishers 2014

Authors and Affiliations

  • Christopher Andrew Brkich
  • Tim Barko
  • Katie Lynn Brkich

There are no affiliations available

Personalised recommendations