Brian Chircop (Ed.): Studji Socjali - Nifhmu l-Genn tas-Socjeta’, BDL Publishing, 2011, 286 pp. €17.95

The publication of a social studies textbook for students and teachers preparing for the Secondary Education Certificate (Sec) raises important questions about its title and the use of a textbook.

Studji Soċjali: Nifhmu l-Ġenn tas-Soċjeta’ (‘Social Studies: Understanding the Follies of Society’) goes straight to the heart of the discipline it addresses and its target audience.

Considering it is authored by a team of newly qualified young teachers who are full of enthusiasm, the chosen title could not have been more suitable.

The title reflects young people’s perceptions of a society riddled with the complexities and ambiguities of the present political unrest, social inequalities, ecological imbalances, conflicting media messages and the deconstruction of time-honoured values, at personal and collective levels.

In this postmodern world of a rapidly changing economic order, people displacement, changing family patterns, the clash between communitarian and individual rights and global technological advancement, students are continually faced with the need for social skills to help them navigate their way through such a complex society, rightly perceived by them as crazy.

Nor does this situation leave teachers on the spectator side; they too are encountering new academic and pedagogical challenges. The subject areas which students and teachers must deal with today need instructional tools which are relevant and motivating for a wider range of student backgrounds.

A high-quality curriculum together with a well thought-out textbook in both its content and learning strategies are undoubtedly important educational instruments for meeting these new challenges.

This is very well outlined in the introduction by Rumen Valchev, Unesco chairman on human rights and culture of peace, and Brian Chircop, head of department for social studies and editor of the book.

It is in the context of an ever-growing knowledge-based society that gives rise to new social issues that Studji Soċjali: Nifhmu l-Ġenn tas-Soċjeta’ is to be evaluated.

A matching companion to the new curriculum framework, the revision of the school syllabuses, and the assessment procedures reform, this textbook will fill the gaps which may occur in the process of implementation.

The merits of the book lie primarily in exploring and discussing contemporary social issues which seek to provoke young people’s creative tendency to ‘problematise’ grand theories and institutions by asking questions more than answers.

Topics dealt with include global economies, sustainable development, individual human rights, society’s goals and needs, national sovereignty and the advantages and threats of globalisation.

The very nature of the topics and the pedagogical approaches adopted serve as a primary vehicle for the Sec syllabus, open a window to the world of exciting experiences, and provide readers with a tool of analytic reading into their society.

Each section is written by different teachers who are presumably specialists in their respective fields. Therefore, they understand the structure of the discipline and know how to organise it in the best pedagogical manner.

While still being an anchor for student and teacher, the textbook has to be supplemented by other learning resources including supplementary readers, reference books, CDs and websites.

This textbook meets this requirement by suggesting references to a range of social studies websites and a Facebook profile. Four original icons are also used to direct readers to technical terms and concepts, additional information, explorative questions and cross-referencing. This continues to contribute to the constructivist methodology which is emphasised to pre-service and in-service practitioners.

An original feature of the textbook is the link between theoretical perspectives and social action which should ultimately be the aim of the subject; that is, motivating learners to active and responsible citizenship.

The idea of offering a good part of the proceeds from its sale to the Multiple Sclerosis Society of Malta is an excellent incentive to community service learning.

The book is very well produced technically with a wide choice of illustrations. An analytic index would, however, have made the entire work more complete.

In view of its innovative and constructivist qualities, it is reasonable to speak of a ‘textbook redefined’. It is highly recommended for candidates for Sec social studies.

In the end, no matter the expertise of the editor and writers, or the consultants asked for guidance, the only person who knows how to use the book effectively in lesson planning and as an extension of the curriculum is the teacher.

It is up to state, Church and independent cchools, as well as private candidates, to take up the new challenges offered by this publication.

Philip Said is former education officer, social studies and sociology.