top of page

CCSS 2022 Speakers

Exhibit Hall

Separating Rights and Responsibilities

Closing Keynote
Saturday, February 25
Barton photo EC copy (2) (1)_edited.jpg

Keith Barton

Teaching about both rights and responsibilities is central to our work as social studies educators, but we make a serious mistake when we connect the two—especially when we tell students that people must use their rights responsibly. Although it may seem logical, this connection has no basis in legal or political philosophy, and it sends a troubling message about the meaning of rights. This presentation will explore why rights and responsibilities must be separated in our teaching, and how we can better help students understand the meaning of each.
Keith Barton
Professor of Curriculum and Instruction, Indiana University
Kenneth Mason

Anti-racist facilitator - Sojourn Project

Fellow - Bailey-Sullivan Leadership Institute


Keith C. Barton is Professor of Curriculum and Instruction, and Adjunct Professor of History, at Indiana University, where he prepares social science teachers and educational researchers. His scholarship focuses on history, human rights, and the social sciences as preparation for civic participation, and he has conducted research on teaching and learning in the United States, Northern Ireland, New Zealand, and Singapore. He has been a visiting professor at the National Institute of Education (Singapore); Victoria University (New Zealand); the University of Ulster; and Uppsala University. His work, which has been translated into seven languages, has appeared in American Educational Research Journal, Journal of Teacher Education, Journal of Curriculum Studies, Theory and Research in Social Education, Teachers College Record, and numerous other journals and publications.


He is co-author, with Li-Ching Ho, of Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, which draws on Eastern and Western philosophies, as well as contemporary theory and research, to present a vision of education with relevance across international and cultural boundaries. He also is co-author, with Linda Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools; Teaching History for the Common Good; and Researching History Education. He has co-authored, with Patricia Avery, the review of social studies research in the Handbook of Research on Teaching of the American Educational Research Association.

bottom of page