Social Studies ¿ The Next Generation broadens the imagination within social studies education by highlighting current, cutting-edge scholarship incorporating critical discourses. Drawing on postmodern, poststructural, postcolonial, and feminist theories often borrowed from cultural studies, curriculum theory, critical geography, women¿s studies, and queer studies, the scholars contributing to this volume ask new questions about social studies, use different methodologies to study the field, and report findings with new forms of textualization. This book is dialogic and even conversational, ending with provocative responses from established social studies scholars and the editors and disturbs the given and the taken for granted in social studies research.

The Editors: Avner Segall is Assistant Professor in the Department of Teacher Education at Michigan State University. His research and teaching incorporate critical theory/pedagogy and cultural studies in order to critically examine education and its consequences. He is the author of Disturbing practice: Reading teacher education as text (Peter Lang, 2002).
Elizabeth E. Heilman is Associate Professor of teacher education at Michigan State University. Her recent articles appear in Teachers College Record, Educational Theory and Teaching Education. She is the editor of Harry Potter¿s World: Multidisciplinary Critical Perspectives and co-editor of Democratic response in an era of standardization.
Cleo H. Cherryholmes is Professor Emeritus of Teacher Education at Michigan State University. He is the author of Reading Pragmatism and Power and Criticism: Poststructural Investigations in Education and numerous articles and book chapters.

Contents: Cleo H. Cherryholmes: Researching Social Studies in the Postmodern: An Introduction - Elizabeth E. Heilmann/Avner Segall: Social Studies Research in the Context of Intellectual Thought - Kevin D. Vinson: Social Studies in an Age of Image: Surveillance-Spectacle and the Imperatives of «Seeing» Citizenship Education - Lisa J. Cary: Within and against Citizenship Bad Girls in Deviant Subject Positions - Lisa W. Loutzenheiser: Gendering Social Studies, Queering Social Education - Dawn Shinew: Citizenship and Belonging: Constructing «a Sense of Place and a Place that Makes Sense» - Brenda Trofanenko: The Public Museum and Identity: Or, the Question of Belonging - Robert J. Helfenbein, Jr.: Space, Place, and Identity in the Teaching of History: Using Critical Geography to Teach Teachers in the American South - Avner Segall: What's the Purpose of Teaching a Discipline, Anyway? The Case of History - Tammy Turner-Vorbeck: Representations of Family in Curriculum: A Poststructural Analysis - Trenia Walker: Adventures in Metropolis: Popular Culture in Social Studies - Elizabeth E. Heilman: Critical, Liberal, and Poststructural Challenges for Global Education - Joe L. Kincheloe: Social Studies in Flux: In Pursuit of a New Rigor, Criticality, and Practicality - Merry M. Merryfield: Whose Worldview? Representation and Reality in the Social Studies - William B. Stanley: Two Cheers for Postmodernism: Some Caveats Regarding Postmodern Research in Social Education - Margaret Smith Crocco: The Invisible Hand of Theory in Social Studies Education - Walter C. Parker: Deploying Foucault: Purposes and Consequences - Keith C. Barton: After the Essays Are Ripped Out. What? The Limits of a Reflexive Encounter - Avner Segall: Critical Social Studies. Where Are We Now and Where Do We Go from Here? - Elizabeth E. Heilman: The Problem with the Problem of Authority: Critical Postmodern Deconstruction as Democratic Practice - Cleo H. Cherryholmes: Visions, Consequences, and the Construction of Social Studies Education.