Issues on Social Studies

Five major issues being confronted by Social Studies in General

 

-Method VS. Subject Matter or Content

According to Whitson (2004), the treatment of method in education today has become too distant from subject matter, often placing excessive emphasis on disembodied skills and specialized concerns. Thornton (1997, as cited in Whitson, 2004) criticizes this approach, highlighting issues such as an overemphasis on "higher-order questions," "individualized educational programs," and "CLOZE" tests, which assess reading difficulty in isolation from the core subject matters of the curriculum. This disconnects risks undermining the depth and coherence of student learning by prioritizing instructional techniques over meaningful engagement with content.

Whitson (2004) questions the idea of teaching methods that are separate from content, saying, "I have difficulty imagining how the practices of social studies pedagogy could be separated along the lines of content vs. process" (p. 22). This means that what is taught (content) and how it is taught (process) are closely connected. Good teaching requires a balance, making sure that teaching strategies are tied to the subject matter rather than being used as isolated skills without real meaning.

 

- Pedagogical Content Knowledge" (PCK) of the Subject(s) to be Taught

This refers to a teacher’s ability to blend subject matter knowledge with effective teaching strategies. It means that teachers not only understand the subject they are teaching (content knowledge) but also know the best ways to explain it to students (pedagogical knowledge).

According to Sosniak (1999, as cited in Whitson, 2004), PCK integrates subject knowledge with teaching strategies, demonstrating that content and method cannot be separated in effective teaching.

Whitson (2004) also explained that a teacher must do more than just understand the subject deeply. They also need to explain it in different ways so that students can easily learn and understand the key concepts.

 

- The subject is not important

Neil House’s (1995, as cited in Whitson, 2004) research in Delaware found that social studies were often neglected in elementary schools because teachers and administrators did not see it as important compared to other subjects like math and reading. Many viewed history and social studies as less valuable and even boring for students. As a result, less time and effort were spent on teaching these subjects, leading to lower student engagement, and understanding.

Because elementary teachers and administrators held these beliefs, students were less likely to develop interest or strong foundational knowledge in social studies. This attitude often continued into high school, where students still saw the subject as unimportant or dull.

- What a civic competence approach to economics and social studies should look like and how it differs from a purely disciplinary focus.

The civic competence approach to social studies is more than just learning separate subjects like history and economics.

Instead of just delivering subject content as dictated by experts in different academic fields, social studies teachers need to connect and integrate knowledge from various subjects into lessons that help students develop skills for active citizenship.

To do this effectively, teachers must not only understand subjects like history and economics but also know how to shape and guide what students should learn.

 

-Teaching Controversial Issues

Teaching controversial issues in social studies is essential for preparing students to be informed, engaged citizens. However, it requires careful planning as this focuses on politics, institutional views, or current events.

However, a teacher might interpret “studying controversial issues” as introducing topics into the curriculum that could be perceived as inappropriate or objectionable by parents, administrators, or the larger public (Ho, McAvoy, Hess, & Gibbs, 2017). These concerns may lead some educators to avoid discussing sensitive topics altogether to prevent potential backlash or conflicts.

 

 

Relate the issues you have identified in your answers in question #1 with the issues confronted within the context of the Philippines.

- The subject is not important

Neil House’s (1995, as cited in Whitson, 2004) research in Delaware found that social studies was often neglected in elementary schools because teachers and administrators did not see it as important compared to other subjects like math and reading.

When I was in grade school, the major subjects that received the most emphasis were English, Math, Science, and Filipino. These subjects were frequently tested, given more instructional time, and considered essential for academic success. In contrast, Social Studies (Araling Panlipunan) seemed to be treated as a secondary or less prioritized subject, much like Physical Education (PE).

I distinctly remember that Social Studies was always scheduled late in the afternoon, at a time when students were already tired, restless, and eager to go home. This scheduling made it even harder to engage with the subject, as most of us were already mentally and physically drained from the day’s lessons.

 

As teachers, what do you think needs to be done with these issues?  Do you think you are contributing in the further reproduction of these issues? Why or why not?

Even though I am not a teacher, I know that I am not contributing to the continued neglect of Social Studies. Being aware of the issue itself is already a step in the right direction because it means recognizing the importance of the subject and its role in shaping informed and engaged citizens.

I also know that I am socially aware and capable of sharing my knowledge with people who may be unaware. I may not be in the field of education, I recognize the significance of history, civic competence, and social awareness in daily life and decision-making.

I know that I am doing my part no matter how small to emphasize the importance of Social Studies in education and society.

 

 

 

References

Whitson, J. A. (2004). What social studies teachers need to know: The new urgency of some old disputes. Critical Issues in Social Studies Teacher Education, 9-35. University of Delaware. https://www1.udel.edu/educ/whitson/897s05/files/Whitson_SocialTeachersNeed2Know.pdf

 

Ho, L. C., McAvoy, P., Hess, D., & Gibbs, B. (2017). Teaching and learning about controversial issues and topics in the social studies: A review of the research. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley handbook of social studies research. John Wiley & Sons.

Corporate Social Responsibility in the BPO Industry: My Experience at Accenture

CSR is defined as a company’s voluntary contribution towards society and the environment and its responsibilities towards stakeholders. According to the World Business Council for Sustainable Development (WBCSD, 2001, as cited in Hossain, Hasan, & Hasan, 2024), CSR is the commitment of a business entity to contribute to sustainable economic development that focuses on community and society as well. Accenture is a leading global professional services company that provides jobs to millions of people across the globe particularly in the Philippines. For years, this company had always shown accountability in promoting sustainability, well-being, and economic growth.

I have been in the BPO industry for almost eight years, and Accenture is the only company I have seen that openly prioritizes corporate social responsibility. As an employee of Accenture, I appreciate how they encourage everyone—not just those in management, but all employees—to actively participate in CSR initiatives.

Accenture promotes various practices and projects on a global scale, but I would like to focus on those I have personally witnessed in our office here in the Philippines.

Sustainability Practice. Accenture is very strict in promoting the use of personal tumbler to minimize waste and promote environmental responsibility. All employees regardless of position are required to use spill-proof tumbler or container otherwise, you will be reported to HR for not following this rule. This practice promotes sustainability within the workplace and at the same time, this is aligned to the company’s commitment to environmental conservation. We also have water refilling stations to support this practice ensuring that employees have easy access to clean drinking water without relying on disposable bottles.

Personal and Professional Growth. Our company offers a variety of courses that all employees can take at no cost. This promotes personal and professional development that is beneficial to employee’s overall well-being. The available courses cover a wide range of topics, including technical skills, leadership training, mental health awareness, and career advancement strategies. All learnings are important as it enhances employee’s capabilities and can eventually be used even after resigning from Accenture. This practice is a way of empowering employees to remain competitive in the job market and changing industries.

Lastly, we have a community called Global Corporate Citizenship. This was created to keep interested employees informed about relevant global news, Corporate Citizenship programs, and opportunities to make a difference for society and the planet. This initiative extends beyond the Philippines and is part of Accenture as a whole. There were few projects I had recently witnessed.

1.    Walang Gutom Kitchen with DSWD

From the title itself, this program aims to feed children and combat hunger. Aside from providing meals, they also conducted nutrition education sessions to promote healthy living for children. This is an initiative from DSWD that was held in Pasay last year and Accenture employees were given opportunity to volunteer. They called for employees to volunteer as crowd control, server, ushers or even Registration Assistant. By volunteering, this project not only benefits the children but it also provides sense of purpose and fulfillment among employees.

2.    Footprints to Forest

This initiative promotes reforestation and ecological conservation—with a twist. All employees are encouraged to participate by walking, jogging, or running, with every step contributing to tree planting efforts. It is essentially hitting two birds with one stone. More than just a fitness challenge, its mission is to restore the natural world and protect the future. At the same time, it enhances employees' health and well-being while reinforcing Accenture’s commitment to environmental stewardship.

Accenture has numerous initiatives and practices globally, ranging from small actions like limiting employees' use of disposable bottles to broader commitments, such as promoting and implementing renewable energy in its offices. Based on my experience with the company, I have seen how both small and large initiatives can create a positive impact on employees and their surroundings. By embedding corporate social responsibility into workplace practices, I believe Accenture effectively influences its employees to value social responsibility and make a meaningful impact on society.

 

 

References

Hossain, M., Hasan, L., & Hasan, M. (2024). Corporate governance as a global phenomenon: Evolution, theoretical foundations, and practical implications. Journal of Financial Risk Management, 13(2), 342-375. https://doi.org/10.4236/jfrm.2024.132017

 

Social Science, Social Studies, and Social Education

 
 
Social Science refers to a research or field of study that identifies and analyzes social problems and then present solutions. It is a discipline that studies our society, human behavior and how they are interconnected. Saxe (1991) discussed that individuals learn the rules of society and adopt culture of others, and learn to be part of their own culture.
 
Social Studies refers to the subject or learning program to be taught in schools. “In secondary education, most social studies courses are in a particular social science such as economics, government, history, or geography (Thornton, 2005, p. 14)." The goal is to develop informed, responsible citizens who can think critically and participate effectively in their communities. It is a key part of school focused on the study of social relationships and the functioning of society, as well as our relationship to it. There is widespread agreement that the primary goal of social studies is citizenship education, which prepares young people with the knowledge, skills, and values necessary for active participation in society (Barr, Barth, & Shermis, 1977, as cited in Ross, 2006).

The idea about social study being a school subject is also supported by Herbert Spencer (1890) on “descriptive sociology.”
Spencer noted that the content of such course would be "drawn from the broad materials of history, economics, political science, sociology, psychology, and anthropology". By adding geography and contemporary problems to this list, Spencer's subjects would essentially match the content of 1916 social studies.
 
Social education was viewed as the generic term for a socially centered school curriculum that encompassed all courses or subject fields (Saxe, 1991, p. 3). This means everything that was taught in school will now be applied to reality. Everything that was taught goes beyond the classroom and formal schooling. What cemented curricula together was a sociological outlook toward education, an outlook that held the purpose of education was to prepare students in and for social life (Saxe, 1991, p. 11).
 
All three concepts are interconnected and share points of convergence. Social Science produces knowledge through research and investigations. This knowledge is then taught to students in the form of Social Studies. All these learnings lead to Social Education, where it is applied to real-life scenarios.

An example is the student I interviewed last week. He is pursuing a PhD in Social Work. He uses research data from Social Science to understand how social workers previously developed solutions for social welfare. Social Studies helps him reflect on past social policies and the successes and failures of previous social workers, guiding his approach. This leads to Social Education, as it shapes his values through hands-on experiences in community work.
I designed a simple flowchart illustrating how these concepts are applied in real life.

Roles of Social Studies Educator and Social Scientists
The role of Social Studies Educator is to prepare students for their lives (Thornton, 2005, p. 28). Snedden (1935) construed social education as largely a matter of adapting the student to existing social conditions.

The educator must equip students with the knowledge and skills needed to navigate real-life social situations, such as interacting with people of all backgrounds, showing empathy, and advocating for those in need. Students must understand the importance of being responsible citizens, as their actions have a significant impact on the community. In the resource provided last week, Thornton (2005) cites the National Council for the Social Studies (NCSS) statement, "The vitality of a democracy depends upon the education and participation of its citizens" (NCSS, 1994, as cited in Thornton, 2005, p. 16).

On the other hand, social scientists are the people doing the research study. They influenced curriculum development by making academic knowledge more accessible to younger students.

Social scientists focus on conducting research, analyzing societal issues, and developing theories to understand human behavior and social structures. In contrast, social studies educators use this knowledge to teach students about history, government, economics, and culture, helping them become informed and responsible citizens. While social scientists generate new insights, social studies educators translate these ideas into practical lessons that shape students' understanding of society and their role in it.

As citizens, having a strong understanding of history, government, economics, and culture is essential, as it influences how we engage with our communities and fulfill our responsibilities in society. This helps us become more socially aware, making our actions and decision-making more meaningful. If we are aware of history, it allows us to understand current issues and make better decisions.
 
References:
Saxe, D. W. (1991). Social science, social education, and social studies: Descriptions, definitions, and origins. In Social studies in schools: A history of the early years. SUNY Press. Retrieved from http://www.sunypress.edu/pdf/52303.pdf.
 
Thornton, S. (2005). Teaching social studies that matter: Curriculum for active teaching. Teacher’s College Press.
 
Ross, E. W. (Ed.). (2006). The social studies curriculum: Purposes, problems, and possibilities (pp. 17–36). State University of New York Press.

Social Studies: Understanding its Role in Shaping Society

 Social Studies plays an important role in shaping people's understanding of the world. "Social" comes from the Latin word socialis, which means "relating to companionship or community," while "studies" refers to academic or systematic investigation (Merriam-Webster, n.d.). When combined, Social Studies is the study of society, its structures, and its impact on individuals—both in the past and present.

Studying the past allows individuals to gain a deeper understanding of cultural differences, such as the reasons behind one’s physical appearances, the significance of certain words that may be offensive, or the varying behaviors across different cultures. This knowledge fosters greater empathy and enables individuals to better comprehend the actions of others. As a result, they are more likely to approach these differences with respect and sensitivity, contributing to more harmonious interactions and relationships. Hugh Barr (1997) identifies "understanding the world" as one of the primary goals of Social Studies.

Insights from Educators and Scholars

To better understand its relevance today, I interviewed three individuals: a student pursuing a teaching degree, a high school teacher (teaching a non-Social Studies subject), and a graduate student working towards a PhD in Social Work. I collated their answers based on their definition, importance, and real-life situations where Social Studies became beneficial to them.

Defining Social Studies

 Based on their answers, Social Studies is the study of human societies, cultures, and the interactions between people and their environments. It is a part of school or college curricula that covers different subjects to help students understand the world around them. “In secondary education, most social studies courses are in a particular social science such as economics, government, history, or geography (Thornton, 2005, p. 14)."

The goal is to develop informed, responsible citizens who can think critically and participate effectively in their communities. It is a key part of school focused on the study of social relationships and the functioning of society, as well as our relationship to it.

 

Why Social Studies Matters

They also added: Social Studies equips students with critical thinking skills and a deeper understanding of how societies function. It helps young people make informed decisions that benefit the public good, particularly in a culturally diverse, democratic, and interdependent world. In the resource provided, Thornton (2005) cites the National Council for the Social Studies (NCSS) statement, "The vitality of a democracy depends upon the education and participation of its citizens" (NCSS, 1994, as cited in Thornton, 2005, p. 16).

Furthermore, a strong grasp of society and one's role within it fosters a sense of belonging, which contributes to mental well-being and community engagement.

Without Social Studies, students may lack the knowledge and skills needed to participate effectively in their communities and the broader world. In the Philippines, Araling Panlipunan (Social Science) is a core subject designed to cultivate critical, reflective, and responsible Filipino citizens. It strengthens civic competence, promotes cultural identity, and instills a love for the country.

 

Social Studies in Real-Life Contexts

The interviewees also shared how Social Studies had become beneficial to them.

During the COVID-19 pandemic, Social Studies played a crucial role in helping us understand the role of public health policies and government decision-making in protecting citizens. It also highlighted the economic impact of the crisis, emphasizing the need for support for affected businesses and individuals. Understanding social behaviors and cultural differences allowed communities to adapt and support each other during challenging times.

Politically, Social Studies helps us exercise the democratic rights as a citizen, allowing us to carefully assess political leaders based on their credentials, experience, and policies from multiple perspectives, such as economic, social, and geopolitical.

From an economic standpoint, we would choose leaders who will allocate scarce resources efficiently, ensuring the best return for society through thoughtful spending decisions with minimal opportunity costs. This economic concept of opportunity cost also guides our personal decisions in resource allocation to meet our needs.

From the perspective of a PhD student in social work, he was on the front lines of social issues, and Social Studies provides him with the opportunity to reflect on the past. By examining the successes and mistakes of previous social workers, he can adapt his approach to better address current challenges and improve his practice.

 

Personal Reflection

In my own understanding, Social Studies is a broad field that explores society and its various components. As I delve deeper into the subject, I am gaining a clearer understanding of why individuals differ from one another. These differences may stem from their cultural backgrounds, the communities they were raised in, the experiences that have shaped them. However, this knowledge does not mean we should judge others based on their differences, such as how they speak or behave. Instead, it teaches us to embrace diversity, adapt, and adjust to these differences with empathy and open-mindedness.

 

In conclusion

Learning Social Studies provides a foundation for understanding the historical and societal factors that shape our world, enabling students to contribute to improving society may it be politically, socially, or even economically. With the increasing political and social awareness among young people, Social Studies remains more relevant than ever. By equipping individuals with critical thinking skills and historical knowledge, it empowers them to advocate for change and make informed decisions.

Social Studies not only helps students achieve their learning goals but also influences both older and younger generations. In what ways do you think Social Studies remains beneficial today?

 

 

References

Barr, H. (1997). Defining social studies. Teachers and Curriculum, 1.

Merriam-Webster. (n.d.). Social. In Merriam-Webster.com dictionary. Retrieved from https://www.merriam-webster.com/dictionary/social

Merriam-Webster. (n.d.). Study. In Merriam-Webster.com dictionary. Retrieved from https://www.merriam-webster.com/dictionary/study

Thornton, S. (2005). Teaching social studies that matter: Curriculum for active teaching, New York: Teacher’s College Press: pp. 10-44.

 

 

The Voices of Women in Rural Area

 “Gender equality is about women” (TED, 2015, 0:31). They have been fighting for inclusivity—whether in political, social, or economic aspects. “Until the early 1970s, women were invisible in economic development analysis and ignored by policymakers, except in their roles as mothers and wives” (Beneria et al., 2015, p. 5).

Growing up in a rural area, I witnessed many women being treated in the traditional ways passed down through generations. Women like me were expected to stay at home, care for the children, handle household chores, and cook for their husbands. During community meetings, men were the ones expected to attend, where they planned upcoming events or discussed important projects. Women, on the other hand, stayed at home. I believe that, to this day, this situation persists in many places in my area.

To support my argument, I decided to conduct a survey among the women I know from the area where I grew up. My goal is to gain more insights (besides from what I already know) into their experiences and better understand their roles as women, mothers, and wives. I also wanted to understand if there are any challenges they are facing now.

I conducted a survey with 8 women, and here are the findings: 50% of the women are housewives, while the other 50% are employed.

Based on the responses I received; these women are trying to balance their roles and responsibilities. It is evident that they have very diverse career aspirations and current occupations. Some are already engaged in full-time employment, such as working as a Municipal Link at the DSWD, an English Teacher at a university, a call center agent at a BPO company, or even a chicken vendor at a mini-poultry. Additionally, the women who are housewives expressed a strong desire to contribute to the household and continue building a career path—one that was postponed after starting their families and raising children. Among them, some have plans to pursue further education and training, such as obtaining a master’s degree in business administration or becoming a guidance counselor.

For those who are housewives, they expressed a strong wish to help the family financially by getting a part-time job while still being able to raise their children. They want flexible roles that will allow them to contribute to the household without compromising their family obligations.

This highlights the ongoing struggle many women face in balancing family responsibilities with personal career aspirations. Women’s choices are limited by discrimination in public life, in the workplace and the home (Reeves & Baden, 2000, p. 3).

Moving on to financial aspect, based on the responses I gathered, the responsibility of financially supporting the family is shared between the husband and the wife (or daughters) in some households, while in others, the husband is the sole breadwinner. Here is an analysis:

 

·       Shared Responsibility: The financial responsibility is shared between the husband and wife (and daughters, too). This suggests a collaborative effort among the family members. It also indicates a more equal approach, which is influenced by both partners working.

·       Husband is the Sole Provider: Some of the responses noted that the husband is the sole provider for the family. This suggests a traditional gender role in which the husband is expected to provide for the family while the wife takes care of domestic responsibilities.

 

This analysis shows that the financial support in the family can be a shared responsibility or dominated by one partner. Based on their answers, the roles seemed to be shaped by personal, cultural, or mutual agreement.

 

I also asked for their point of views in terms of shared responsibilities and parenting. All of them agreed that men and women should equally share household and parenting responsibilities.

Many respondents believe that sharing responsibilities prevents one person from being overburdened. By doing so, it reflects recognition that both physical and emotional labor should be distributed equally.

There are responses highlighted that they need to break away from cultural norm that men should work alone and solely provide for the family while women stay at home. Parenting and household responsibilities are both duties of husband and wife.

One respondent mentioned that being a parent is a lifetime responsibility and commitment so it requires equal involvement of both parents. This perspective recognizes that parenting is not just a mother’s job but a shared effort that requires both partners' engagement.

 

In conclusion, while there are women who are actively pursuing career growth and financial independence, there are still others who are following traditional gender roles.

In terms of finances, the responsibility can be shared by both or even a sole provider. This depends on personal circumstances, societal norms, and economic necessity.

Many women wanted to support their families while building their own career path and education. This reflects growing aspiration for independence, as women seek ways to balance work and family life while overcoming traditional expectations.

All the respondents showed a strong support for gender-equal household and parenting responsibilities. By doing so, it can reduce stress, foster teamwork, and mutual respect, ensures fairness in the family and most of all, set a great example for the children.

 

Self-Reflection

The responses from the survey provided meaningful insights into the evolving roles of women in family life, employment, and societal expectations. They reflect a gradual shift toward gender equality, yet also highlight the persistent influence of traditional gender norms in many households.

I initially expected to have more housewives than working wives in my survey. Although I was only able to interview 8 out of 53.65 million women in our country (Mapa, 2022), I am glad to have gained insights into the experiences of women today.

I chose to conduct this survey in the area where I grew up to understand whether things have remained the same since my childhood. I grew up witnessing the women in my family and community adhering to societal and cultural norms, often limiting themselves to the roles expected of them. This motivated me to step out of my comfort zone and explore new opportunities beyond familiar surroundings.

While living for years in an urban area, I realized I could do more than what was expected of me. There are many things I am allowed to do, and my voice matters. I am not just someone confined to household duties. I am allowed to pursue education, choose a career path, elect leaders, and make decisions.

I admire all the women who participated in my survey. They were not afraid to share the reality of what they are currently experiencing, and at the same time, they aspire to go beyond their present circumstances.

 

References

 

TED. (2015, October 7). Why gender equality is good for everyone — men included | Michael Kimmel | TED Talks [Video]. YouTube. https://www.youtube.com/watch?v=7n9IOH0NvyY

Beneria, L., et al. (2015). Gender, development, and globalization: Economics as if all people mattered. Routledge. (p. 5)

Reeves, H., & Baden, S. (2000, February). Gender and development: Frequently asked questions. Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource.

Mapa, D. S. (2020). Age and sex distribution in the Philippine population (2020 Census of Population and Housing). Philippine Statistics Authority. https://psa.gov.ph/content/age-and-sex-distribution-philippine-population-2020-census-population-and-housing