Provides a summary of postmodernist thinking and attempts to find a place for social studies in a system that abjures all accepted notions of authority and objectivity. Concludes that postmodernism's view of a world ruled by a multiple discourses is not inimical to social studies' emphasis on critical analysis. (MJP)

Maintains that citizenship education is an important aspect of the philosophy of Nigerian education. Describes the role and growth of citizenship education from the precolonial period to the present. Provides suggestions on how to make citizenship education in Nigeria more effective. (CFR)

Presents a critique of an article by Chuck Chamberlin arguing for a political action model of social studies instruction in elementary schools. Suggests 10 reasons why this approach may not be advisable. Argues that Chamberlin's suggestions lean heavily on a U.S. study that may not be relevant to Canadian society. (DK)

Argues that a social action model of citizenship education is mandated by two principles of democracy: consent of the governed and equal opportunity for participation in governance. Emphasizes the importance of a sense of political efficacy. Argues that wealthier children learn this at home, but children from poorer families need this experience…

Describes the philosophy and operation of schools based on the ideas of Celestin Freinet, founder of the Ecole Moderne movement. Discusses the child-centered approach, cooperative-learning techniques, and participatory decision making that are characteristic of these schools. Points out that the curriculum frequently emphasizes contemporary social…