Handbook on Teaching Social Issues, 2nd edition (Charlotte, NC: Information Age, 2021)

Ronald W. Evans, Editor

The Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education.

Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools.

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“At a time when even the world’s most stable democracies are backsliding towards autocratic rule, Ronald Evans has pulled together an essential guide for teachers who want to do something about it. The 2^nd edition of the Handbook on Teaching Social Issues is a brilliant and timely collection that should be the constant companion for teachers across the disciplines.” ~ Joel Westheimer is University Research Chair in Democracy and Education at the University of Ottawa

“Democracy, both as a form of governance and a reservoir of principles and practices, faces an existential threat. The Handbook on Teaching Social Issues is a perfectly-timed and wonderfully engaging exploration of what lies at the heart of social studies curriculum: social inquiry for democratic life. The authors provide conceptual frames, classroom strategies and deep insights about the complex and utterly crucial work of education for democratic citizenship. Education like that conceptualized and described in this volume is a curative so needed at this critical moment. Ron Evans and his colleagues have delivered, assembling an outstanding set of contributions to the field. The Handbook underscores John Dewey’s now-haunting invocation that democracy must be renewed with each generation and an education worthy of its name is the handmaiden of democratic rebirth. “ ~ William Gaudelli, Dean and Professor, Lehigh University

“The Handbook on Teaching Social Issues (2nd edition) is a fantastic resource for teachers, teacher educators, and professional development specialists who are interested in ensuring that social issues are at the center of the curriculum.  The chapters are focused on the most important contemporary thinking about what social issues are, why they are so important for young people to learn about, and what research indicates are the most effective pedagogical approaches. The wide-ranging theoretical and practical expertise of the editor and all of the chapter authors account for why this handbook makes such an exceptional contribution to our understanding of how and why the social issues approach is so important and stimulating.” ~ Diana Hess, Dean, UW-Madison School of Education, Karen A. Falk Distinguished Chair of Education

“This volume is so timely and relevant for democratic education. Instead of retreating to separate ideological corners, the authors in this handbook invite us to engage in deliberative discourse that requires civic reasoning and often requires us to meet in a place that serves us all.” ~ Gloria Ladson-Billings, Professor Emerita, Department of C & I, University of Wisconsin, President, National Academy of Education

“At the heart of our divisive political and social climate is the need to understand and provide clarity over polarizing concepts. Historically, confusion and resistance has hindered the nation’s growth as a democratic nation. Typically, the most vulnerable in our society has suffered the most from our unwillingness to reconceptualize society. The Handbook on Teaching Social Issues, 2nd edition, is a good step in helping social studies educators, students, and laypersons realize a new society that focuses on equity. With over 30 chapters, Ronald Evans and his colleagues’ centered inquiry, critical thinking, controversy, and action to challenge ideologies and connect social studies to student’s lives and the real world. The first edition helped me as a young social studies teacher; I am excited to use the 2nd edition with my teacher education students!” ~ LaGarrett King, Isabella Wade Lyda and Paul Lyda Professor of Education, University of Missouri

“Ronald Evans has curated a collection of informative contributions that will serve as an indispensable resource for social studies educators committed to engaging their students in the thoughtful examination of social issues. The Handbook on Teaching Social Issues, 2nd edition, articulates the historical, definitional, and conceptual foundations of social issues education. It offers clear presentations of general guidelines for unit planning, discussion methods, and assessment. It identifies specific teaching strategies, resources, and sample lessons for investigating a range of persistent and contemporary social issues on the elementary, middle, and secondary levels through the social studies disciplines. Updated with perspectives on education for social justice that have emerged since the first edition, this edition effectively situates social issues education in the contemporary sociopolitical milieu. The Handbook on Teaching Social Issues, is a timely, accessible, and practical guide to involving students in a vital facet of citizenship in a democracy.” ~ William G. Wraga, Professor, Dean’s Office, Mary Frances Early College of Education, University of Georgia

“The Handbook on Teaching Social Issues, 2nd edition is a long-awaited, welcome, and timely volume. It is apparent that the foundational tenets of the first edition have served social studies professionals well over the past 25 years, given the growth of social issues scholarship showcased in this new edition. Notable is the re-framing and presentation here of scholarship through a social justice lens. I appreciate the offering of unique tools on an array of specific, critical topics that fill gaps in our pedagogical content knowledge. This volume will sit right alongside my dog-eared 1996 edition and fortify many methods courses, theses, and dissertations to come. Sincere thanks to the editor and authors for what I am certain will be an enduring, catalyzing contribution.” ~ Nancy C. Patterson, Professor of Education, Social Studies Coordinator, Bowling Green State University

“The Handbook on Teaching Social Issues is a tool that every informed social studies educator should have in their instructional repertoire. Helping students understand how to investigate and take action against problems is essential to developing a better world. The articles in this handbook provide explanations and reasonings behind issues-centered education as well as strategies to employ at every age level of learning. I look forward to using this edition with the K-12 social studies teachers in my district in order to better prepare our students for future learning and living.” ~ Kelli Hutt, Social Studies Curriculum Facilitator, Dallas Center-Grimes CSD, Grimes, Iowa

“Ron Evans has chosen an appropriate time to create a companion publication to the first Handbook on Teaching Social Issues published in 1996.  During the last few years, social studies teachers have been confronted by student inquiries on a plethora of historical and contemporary issues that implores for the implementation of an interdisciplinary approach to the teaching of anthropology, economics, geography, government, history, sociology, and psychology in order for students to make sense of the world around them and develop their own voices.  This demands a student centered focus in the classroom where problematic questions must be addressed and investigated in depth in order to increase social understanding and active participation toward social progress. This volume provides crucial upgrades to the original handbook including a greater emphasis on teaching issues in the elementary grades, the inclusion of issues pertaining to human rights, genocide and sustainability to be addressed in the secondary grades, and addressing issues related to disabilities.” ~ Mark Previte, Associate Professor, University of Pittsburgh-Johnstown, Chair, NCSS Issues Centered Education Community

CONTENTS
An Introduction to Teaching Social Issues, Ronald W. Evans. Acknowledgments. PART I: RE-FRAMING THE TEACHING OF SOCIAL ISSUES. The Struggle for Democratic Schooling: A Brief History of Issues-Centered Education, Ronald W. Evans. “How Could We Solve That Problem?” Cultivating a Healthy Democracy Through Democratic Classrooms, Quentin Wheeler-Bell and Katy Swalwell. The Subjectivity of Openness: Framing Social Issues in K–12 Education, Wayne Journell. Academic Freedom and Issues-Based Social Education, Jack L. Nelson. PART II: CRITICAL SOCIAL ISSUES IN THE CURRICULUM. Critical Peace Theory and the Deconstruction of Systemic Economic Inequality, Matt Dingler and Jason L. Endacott. Black Gendered Lives Matter Everywhere: An Intersectional and Global Approach to Understanding Anti-Black Racism, Racial Violence, and Black Resistance, Christopher Busey and Carolyn Silva. Teaching About the Controversy of Confederate Monuments in the South, Jeremiah Clabough, Jim Nunez, and Rebecca Macon Bidwell. Teaching Social Issues Through Ethnic Studies: Centering Race and Social Activism, Miguel Zavala and Jose Paolo Magcalas. Teaching Women’s History, Gender Equity, and Cultural Norms in the #MeToo Era, Chara Haeussler Bohan and Sonya Kay Miller. The Consequences of Whistleblowing and the Pedagogy of Citizenship, Matthew S. Hollstein and Alan Chu. Bespoke Colonialism: Teaching About the U.S. Territories, Thomas Misco. PART III: IN A DISCIPLINARY VEIN: SOCIAL ISSUES IN THE SUBJECT AREAS. Using Ephemera, Monuments, and Museums to Teach Controversial Social Issues, Sarah J. Kaka and Katherine Glenn-Applegate. “We Are Still Here”: Avoiding Erasure and Misrepresentation of Native People in K–12 Classroom Instruction, Lindsay Stallones Marshall and Kelsey Dayle John. Engaging White Privilege, Racial Injustice, and Systemic Oppression in the Canon and Young Adult Literature, Ashley S. Boyd. Socio-Scientific Issues-Based Instruction: The Case of Fracking as a Controversial Environmental Issue, Matthew S. Hollstein and Frans H. Doppen. PART IV: YOU DO ISSUES AND INQUIRY WITH KIDS? SOCIAL ISSUES AND INQUIRY LEARNING IN ELEMENTARY SCHOOLS. Curricular, Interactional, and Pedagogical Spaces for Social Inquiry With Young Children, Katherina Payne and Katy Swalwell. Searching for Sarah Rector: Teacher Candidates Exploring Gender, Race, and Local History for Elementary Classrooms, Kristy Brugar. LGBTQ+-Themed Literature, Close Reading, and Text-Based Writing in the Primary Grades, John H. Bickford III and Devanne Lawson. PART V: THE HEAVY TOPICS: HUMAN RIGHTS, GENOCIDE, SUSTAINABILITY. Human Rights Education and Issues-Centered Social Studies, Gloria T. Alter and William R. Fernekes. The Violation of Human Rights During Wartime: Teaching About the “Comfort Women” of World War II and Their Search for Justice, Sunghee Shin, Beverly Milner (Lee) Bisland, and Jimin Kim. Genocide Education, Samuel Totten. Teaching the Social Issues of (Un)Sustainable Living, Jay M. Shuttleworth. Who Builds the Desert? Exploring “Just” Sustainability in the Arabian Gulf Through Issues-Based Inquiry, Karen S. Barton. PART VI: ON WHY AND HOW: METHODS FOR TEACHING SOCIAL ISSUES. Teaching Social Issues With Civic Action Research: Democracy as a Verb in Elementary, Middle, and High School, Beth C. Rubin. Discussion Methods for Teaching Social Issues, Steven Camicia. Essential Elements of Unit Design When Exploring Public Issues With Students, Joe Onosko, Michael Kopish, and Lee Swenson. Authentic Assessment of Social Issues Instruction: The Supreme Court as Exemplar for Pedagogy and Performance, Geoffrey Scheurman and David Gerwin. Teaching Social Issues With English Learners, Bárbara C. Cruz and Stephen J. Thornton. A Justice-Oriented Approach to Addressing Disability in Social Studies, Darren Minarik, Rebekah Grooten, and Timothy Lintner. Toward a Pedagogy of Dialogue for Online Teaching About Social Issues, Travis Logan Seay and Elizabeth Yeager Washington. PART VII: THE LATEST AND THE BEST RESOURCES AND MATERIALS. Resources and Materials for Teaching Social Issues, Elizabeth Osborne, Natasha C. Murray-Everett, and Tiffany Mitchell Patterson. About the Contributors.

Fear and Schooling: Understanding the Troubled History of Progressive Education (London: Routledge, 2020)

By exploring the tensions, impacts, and origins of major controversies relating to schooling and curricula since the early twentieth century, this insightful text illustrates how fear has played a key role in steering the development of progressive education in the United States.

Through rigorous historical investigation, Evans demonstrates how numerous public disputes over specific curricular content have been driven by broader societal hopes and fears. Illustrating how the population’s concerns have been historically projected onto American schooling, the text posits educational debate and controversy as a means by which we struggle over changing anxieties and competing visions of the future, and in doing so, limit influence of key progressive initiatives. Episodes examined include the Rugg textbook controversy, the 1950s “crisis” overs progressive education, the MACOS dispute, conservative restoration, culture war battles, and corporate school reform. In examining specific periods of intense controversy, and drawing on previously untapped archival sources, the author identifies patterns and discontinuities and explains the origins, development, and results of each case. Ultimately, this volume powerfully reveals the danger that fear-based controversies pose to hopes for democratic education.

This informative and insightful text will be of interest to graduate and postgraduate students, researchers, and academics in the fields of educational reform, history of education, curriculum studies and sociology of education.

Constructivism and the New Social Studies: A Collection of Classic Inquiry Lessons (Charlotte, NC: Information Age, 2018)

Geoffrey Scheurman and Ronald Evans, Editors

The New Social Studies refers to a flurry of academic and commercial activity during the 1960s and 1970s that resulted in the mass development and dissemination of revolutionary classroom materials and teacher resources. In science as well as social studies, a spirit of “inquiry-based teaching” filled the air during this time, resulting in the development of curricula that were both pedagogically innovative and intellectually rigorous. Constructivism and the New Social Studies contains a collection of classic lessons from some of the most successful projects of the era, providing a resource of exceptional ideas and materials that have stood the test of time.

These revealing artifacts are presented with commentaries from some of the original directors of major projects, including Edwin Fenton, Barry Beyer, and Suzanne Helburn. In addition to American and World History, groundbreaking lessons are represented in Economics, Government, Sociology, and Geography, including the Public Issues Series (Fred Newmann), The Amherst History Project (Richard Brown and Geoffrey Scheurman) and Teaching American History: The Quest for Relevancy (Allan Kownslar, Gerald Ponder, and Geneva Gay), and Man: A Course of Study (Peter Dow). With a Foreword by Jerome Bruner, the volume not only provides a resource of exceptional curriculum ideas and actual materials, it also builds a lucid bridge between the theoretical ideas of constructivism and the pedagogical principles of inquiry learning.

Schooling Corporate Citizens: How Accountability Reform has Damaged Civic Education and Undermined Democracy (New York: Routledge, 2015)

Schooling Corporate Citizens examines the full history of accountability reform in the United States from its origins in the 1970s and 1980s to the development of the Common Core in recent years. Based in extensive archival research, it traces the origins and development of accountability reform as marked by key government- and business-led reports—from A Nation at Risk to No Child Left Behind and Race to the Top. By using the lens of social studies and civic education as a means to understand the concrete impacts of accountability reforms on schools, Evans shows how reformers have applied principles of business management to schools in extreme ways, damaging civic education and undermining democratic learning.

The first full-length narrative account of accountability reform and its impact on social studies and civic education, Schooling Corporate Citizens offers crucial insights to the ongoing process of American school reform, shedding light on its dilemmas and possibilities, and allowing for thoughtful consideration of future reform efforts.

“The current focus on competition, accountability, and the corporate approach to schooling has roots that stretch back decades. Evans skillfully traces how the influence of individuals, interest groups, corporations, and neo-conservative ideologues has distorted the way we talk about the purposes of education in a democracy. With this meticulously-researched book, Evans brings his multi-volume history of social studies up to the present with balance and detail, while never betraying his deep commitment to meaningful, progressive-oriented civic education.”
– Thomas Fallace, Associate Professor, College of Education, William Paterson University of New Jersey

“Ron Evans makes yet another contribution to his outstanding oeuvre on the history of social studies education with Schooling Corporate Citizens. Drawing on a range of primary sources, this book demonstrates the anti-progressive, anti-democratic, and anti-community consequences of business-minded accountability reform, particularly for citizenship education and education for democracy. This compelling, thoroughly-researched account inspires readers to reverse the damage caused by accountability reform in order to help revive social studies education that is inquiry-oriented, child-centered, issues-centered, and democratic.”
– Anne-Lise Halvorsen, Associate Professor, College of Education, Michigan State University

The Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies (New York: Palgrave Macmillan, 2011)

As the issue of school reform grows ever more intense, it is imperative that we learn what we can from previous efforts. The new social studies was a 1960s attempt to transform the teaching of history and the social sciences in schools. With origins in the Cold War, the movement sought to develop critical thinkers through “inquiry” and “discovery.” Though it led to a veritable treasure trove of innovative materials, the “revolution” envisioned by its proponents never materialized. Engagingly written and drawing on previously untapped archival sources, The Hope for American School Reform offers an insightful perspective on current trends.

***Recipient of the 2011 Exemplary Research Award from the National Council for the Social Studies***

“Ron Evans has crafted what will surely become the seminal answers to the questions ‘Where did the new social studies come from and why should we care?’ In this important, carefully researched, and well-written book, Evans situates the 40 federally funded curriculum projects that together came to be known as the ‘new social studies’ in historical context, drawing attention to their conservative origins, the many ways in which they were pedagogically progressive, and the reasons why they did not have the long-term impact so many educators hoped for and expected. This well-researched and lively book is important for all social studies educators who seek to learn from the past in order to create a better social studies future.” —Diana Hess, Professor, University of Wisconsin-Madison

“Ron Evans’ latest book, like his earlier works, provides a meticulously researched history of social studies reform written in a style that is accessible to both scholars and lay readers. His narrative of the origins and reforms called for in the New Social Studies along with the concluding comparison to today’s attempted educational reform movement, provide a cautionary tale about the motivations of politicians, reformers, and other political stakeholders as they attempt to change the direction of America’s social studies/history program.”
— Barbara Slater Stern, Professor, James Madison University

The Tragedy of American School Reform: How Curriculum Politics and Entrenched Dilemmas Have Diverted Us From Democracy (New York: Palgrave Macmillan, 2011)

Two persistent dilemmas haunt school reform: curriculum politics and classroom constancy. Both undermined the 1960s’ new social studies, a dynamic reform movement centered on inquiry, issues, and social activism. Dramatic academic freedom controversies ended reform and led to a conservative restoration. On one side were teachers and curriculum developers; on the other, conservative activists determined to undo the revolutions of the 1960s. The episode brought a return to traditional history, a turn away from questioning, and the re-imposition of authority. Engagingly written and thoroughly researched, The Tragedy of American School Reform offers a provocative perspective on schooling.

“A good, richly documented history of the turbulent period of school reform, with particular emphasis upon the social sciences, and the frequently vengeful conservative reaction with which we are living up to the present day. I have lived through much of the period that Evans documents so skillfully and can personally attest to both the optimistic and frequently calamitous story he has given us.”—Jonathan Kozol, award-winning author of Death at an Early Age and Amazing Grace

“Through a meticulous examination of the social studies curriculum, [Evans] makes clear why current reforms are not likely to succeed, in light of ‘curriculum politics’ and the largely uncritical ‘constancy’ of our teaching methods and content. An important contribution to the current debate.”
—Eugene F. Provenzo, Jr., University of Miami

“Evans’ extensive knowledge of education history helps the reader understand that, for the past century, the American classroom has been a battleground for the ideological direction of our nation. He tells the story of education reform as though he was tracking the movements of a winding river and makes the reader aware of the various liberal and conservative tributaries, cross currents, eddies, rip-tides, and white water that have an unavoidable effect on any vessel navigating in the stream. He also makes it clear that, for now and for the foreseeable future, liberal and conservative ideologues will continue to battle for control of the boat’s helm.”—Trey Kay, producer of the award-winning radio documentary The Great Textbook War

“An excellent and well-researched contribution by one of our finest historians of American social studies education—of American education period. Ron Evans’ insights into the powerful and constraining political and social forces that inhibit meaningful and democratic school reform should be read by everyone interested in social studies and in the present state of schooling. In today’s increasingly restrictive climate of standards-based reform and high-stakes testing, no book could be more timely or more relevant.”—Kevin D. Vinson, Senior Lecturer, University of the West Indies

This Happened in America: Harold Rugg and the Censure of Social Studies (Charlotte, NC: Information Age, 2007)

This long awaited biography of Harold Rugg is a dramatic, compelling story with profound implications for today’s educators. Harold Rugg, one of the leading progressive educators of the 20th century, developed an innovative social studies program and textbook series that was censured by conservative critics during the 1940s. Get the full story behind Rugg, the man and the educator, and the critics who attacked him.

Harold O. Rugg was professor at Teachers College, Columbia University, and a key leader among the social frontier group that emerged in the 1930s to argue that schools should play a stronger role in helping to reconstruct society. He was author of a best selling social studies textbook series which came under attack from patriotic and business groups in the early years of World War II. The story of his rise and fall encapsulates a pivotal episode in the history of American education and reveals a great deal about the direction of schooling in American life, the many roads not taken, and possibilities for the future. This in-depth examination of Rugg’s life and career provides historical perspective on the recurring struggles over education. It will be of interest to every citizen concerned about the future of our democracy.

***Recipient of the 2008 Exemplary Research Award from the National Council for the Social Studies***

“This Happened in America is an immensely engaging, thoroughly researched, and well-written intellectual biography of one of America’s leading progressive educators. Evans’ narrative of Rugg’s committed struggle to reconstruct the social studies curriculum into an interdisciplinary focus on major controversial issues contributes not only to the study of American education but captures the great ideological conflicts between conservatives and progressives in American democracy.
Evans’ book is a highly instructive examination of how schools contribute to forming future citizens’ perspectives of their social and political reality. It recounts how Rugg’s efforts to redefine the social studies curriculum pitted him in a heightened and dramatic conflict in the late 1930s and early 1940s against cultural and political conservatives. This lively and comprehensive biography of Rugg provides a deep, turbulent, and inspiring account that informs us today about the profound connections between the school and society. Rugg’s concept of the artist-teacher remains as an ideal that contemporary educators need to reexamine.” ∼ Gerald L. Gutek, Professor Emeritus of Education, Loyola University, Chicago

“Ron Evans shows why Harold Rugg’s curriculum work resides at the center of some of the most roiling educational debates of the 20th century. At the same time, Evans’ intensive research and fine-grained analysis illuminates why Rugg’s ideas remain pertinent today.”
∼ David T. Hansen, Professor and Director, Program in Philosophy and Education,
Teachers College, Columbia University

“Ron Evans brings one of the giants of American education fully to life in this thoroughly researched and vividly rendered biography. Harold Rugg was a driving force in the progressive schools movement and the leading figure in the development of social studies as an area to challenge the deadening standardization that characterized the schools of his day. Rugg knew that education could never be neutral, and he fought for a vision of schools as a central force in the reconstruction of society along lines of freedom, participatory democracy, creativity, and justice. Evans captures Rugg in all his three-dimensional and contradictory splendor.”
∼ William Ayers, Distinguished Professor of Education, University of Illinois, Chicago.

The Social Studies Wars: What Should We Teach the Children? (New York: Teachers College, 2004)

The history of social studies is a story of dramatic turf wars among competing political camps. In this volume, Ronald W. Evans describes and interprets this history and the continuing battles over the purposes, content, methods, and theoretical foundations of the social studies curriculum. This fascinating volume:

* Provides balanced, in-depth coverage of the entire history of social studies education in the modern era, from the late 19th century to the present—the first book of its kind.
* Analyzes the underlying historical, societal, and cultural contexts in which the social studies curriculum has evolved over time.
* Addresses the failure of social studies to reach its potential for dynamic teaching due to a lack of consensus in the field.
* Links the ever-changing rhetoric and policy decisions to their influence on classroom practice.
* Informs all participants of both current and future negotiations, helping to clarify the meaning, direction, and purposes of social studies instruction in schools.

“Evans’ book is a fascinating tour of the competing forces that have shaped social studies curriculum in the United States. It offers one important reminder after another that what schools teach about the nature of society has always been a contested terrain. —Bill Bigelow, co-editor, Rethinking Globalization:Teaching for Justice in an Unjust World

“This history is told through the eyes of an issues-centered educator. It is MUST READING for all social studies educators.” —Anna S. Ochoa-Becker, Professor Emeritus, School of Education, Indiana University

“An engaging, timely, and important historical account. Evans’ book is perceptive and compelling, and should be essential reading for anyone interested in the history of social education.” —Wilson J. Warren, Western Michigan University

“Until now, social studies education lacked a satisfying, comprehensive curricular history… Highly recommended.” —E. Wayne Ross, University of British Columbia

The Handbook on Teaching Social Issues (Charlotte, NC: Information Age, 2007; Washington, DC: National Council for the Social Studies, 1996)

There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverage of the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and effective teacher education are fully explored.

With its teaching ideas and useful resource section, this book is an indispensable addition to your library!

Contributors include: Shirley Engle, Anna Ochoa-Becker, Jack Nelson, Carole Hahn, Byron Massialas, Jeff Passe, Jesus Garcia, Gloria Ladson-Billings, Merry Merryfield, Patricia Avery, Sam Totten, Bill Wraga, Walter Parker, James Shaver, and many more.

Link to Issues Centered Education website: Issues Centered Education