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Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-04-19 Jenni Conrad, Jennifer Lynn Gallagher, Wendy Chan
While recognized as a foundational practice, social studies educators struggle with enacting inquiry-based instruction. With critical inquiries that examine sociopolitical and other injustices, dev...
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“They created segregation with the economy”: Using AI for a student-driven inquiry into redlining in the social studies classroom Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-04-10 Amato Nocera, Victoria Newton, Shiyan Jiang
This article investigates students’ engagement with a historical inquiry into redlining—a practice of discriminatory lending that originated in the 1930s as part of the New Deal. The authors develo...
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How do we know what they know? A case study of classroom-based assessment with multilingual learners Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-04-10 Colleen Fitzpatrick, Stephanie van Hover, Vonna Hemmler, Ariel Cornett
We employed qualitative research methods to examine student learning in context during a teacher’s unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standa...
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Developing mutually respectful research-practice partnerships while engaging young citizens Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-04-10 Katherina A. Payne
Published in Theory & Research in Social Education (Ahead of Print, 2024)
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Linking place-based social studies education and critical place inquiry in the quest for social change Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-03-21 Hajar Al Dirani, Amy Allen
Published in Theory & Research in Social Education (Ahead of Print, 2024)
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Included, but how? A critical investigation into elementary social studies standards about religion Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-02-26 Amy Allen
Teaching about religion in public schools is a complicated and nuanced topic. Though religious illiteracy has been named as a widespread concern throughout the United States, little research has be...
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Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-02-22 Alexander M. Wood, Kyle A. Greenwalt
Despite psychology’s position within the National Council for the Social Studies' definition of social studies, the American Psychological Association is advocating the rebranding of psychology as ...
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Being a good citizen in a postcolonial context: Justice-oriented citizenship implications of Nigerian teachers’ civic education ideologies Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-02-15 Adaobiagu N. Obiagu
Drawing on a Nigerian example and framed around postcolonial theory, this study explored teachers’ conceptions of a good citizen and civic education ideologies in postcolonial hybrid-identity conte...
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Precarious statuses and the legal regulation of citizenship: implications for civic education Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-02-14 Binaya Subedi
Published in Theory & Research in Social Education (Ahead of Print, 2024)
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Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2024-01-31 Asif Wilson, Rachel McMillian
While states, educational agencies, and colleges of education across the United States seek to recruit more Black social studies teachers, the authors of this study—two former social studies teache...
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Reviewer Acknowledgements Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-12-21
Published in Theory & Research in Social Education (Vol. 51, No. 4, 2023)
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Toward becoming: social studies as indeterminate and infinite possibilities Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-12-13 Kimberly Edmondson
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-12-04 Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill, Alexandre Lalonde
From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, histo...
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Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959 Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-12-04 Christine Woyshner
Historians of social studies and race have focused overwhelmingly on formal educational settings, textbooks, and curriculum, thereby overlooking the informal educational spaces valued by African Am...
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Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-12-04 James E. Schul
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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What kind of affective citizen? An analysis of state social emotional learning standards Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-11-02 Patrick Keegan
Emotion plays an important role in how young people acquire the skills, knowledge, and dispositions of engaged citizenship, including being able to empathize, listen to multiple perspectives, and b...
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Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-09-28 Bretton A. Varga, Erin C. Adams
Social studies education (SSE) commonly uses copying pedagogies (e.g., simulations) to help students develop a deeper understanding of self, others, curriculum, and society. This article argues tha...
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Maneuvering through undocumented and documented status: Liminal legality and civic education of a migrant social studies teacher Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-09-05 Yeji Kim
ABSTRACT Theoretically framed by liminal legality, this narrative inquiry study focused on a social studies migrant teacher named Ms. Ali who had maneuvered through the multilayered categories of legal status—undocumented, DACA recipient, and permanent resident—and explored how her continuous liminal legality had influenced her personal, professional, and civic educational trajectories. The findings
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The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-09-05 Andrea M. Hawkman, Noreen Naseem Rodríguez, Sarah B. Shear, Acelynn Perkins
U.S. libraries and classrooms are under siege by private and governmental entities working to simultaneously ban/remove justice-focused literature and inundate these spaces with reactionary/ultra-c...
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Supporting multilingual middle school students’ social studies learning through inquiry and visual literacy approaches Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-07-06 Matthew Deroo
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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“I was in the room where it happens”: Educator agency and community within state social studies standards committees Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-07-06 Lauren McArthur Harris, Christopher C. Martell, Jennifer Chalmers, J’Shon Lee
ABSTRACT This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating
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Charting the path of giants: Examining the contributions of seminal social studies education scholars Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-07-06 Jeremiah Clabough
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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Civic and citizenship education in context: The influence of IEA studies on national curricula Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-07-06 Anatoli Rapoport
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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“Like someone’s got you”: External supports for youth activists and intersectional justice Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-07-06 Stephanie C. Serriere, Laura Palomino, Victoria Gilles, Christian Litsey, Priscilla Villareal
The necessity of providing specific forms of support to youth activists engaged in the pursuit of racial and intersectional justice is evident, especially given current unsupportive political conte...
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“If they were white and middle class”: The possessive investment in whiteness in U.S. History textbooks’ portrayal of 20th-century social democratic reforms Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-07-06 Bonnie Lewis, Ryan M. Crowley
The authors analyzed three Advanced Placement U.S. History textbooks’ narratives of U.S. 20th century social democratic policies (e.g. New Deal, G.I. Bill, pro-suburbanization policies) using Lipsi...
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“There’s something wrong in society”: Teaching for racial civic literacy using young adult fiction Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Antonio J. Castro, Jason Williamson
This multiple case study traced how secondary preservice social studies teachers grappled with understanding race/racism in their reading of the novel, All American Boys. Participants, all self-ide...
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“Conversation is everything”: How teachers and students create environments where open discussion can thrive Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Kelly Siegel-Stechler
This article draws on qualitative case studies of student-centered classroom activities to consider how pedagogy and classroom climate interact with students’ emotional experiences in the classroom...
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History as an untold story within a story: Confronting the myth of “a nation of immigrants” Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Debora V. Saavedra-Winch, Tina L. Heafner
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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Representations of war: A cross-national comparative analysis of the Vietnam War in high school history standards Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Jonathan Lee Lancaster, Jeremy Hilburn
ABSTRACT Using a difficult history framework, we analyzed the high school history standard sets for the 50 United States and the District of Columbia and the Vietnamese national history standards. We conducted a cross-comparative content analysis to answer the question: How do Vietnamese and U.S. high school history standards represent the Vietnam War and each other? Our analysis revealed that Vietnam
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Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Jada Kohlmeier
Authentic pedagogy is a complex enterprise for students and teachers. Planning and developing the instructional procedures and scaffolds for student success is daunting. In addition, the teacher im...
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From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Debbie Sonu
In the United States, economic inequality in education is well-documented. However, less is known about the experiences of elementary school teachers who have broached issues of social class with t...
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Finding complexity in perspectives on citizenship: Reading Growing up Latinx and thinking about youth activism Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Jesús A. Tirado
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-06-13 Jenni Conrad, Rachel Talbert, Brad Hall, Christine Stanton, Audie Davis
Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research method...
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“This is for us, not them”: Troubling adultism through a pedagogy of solidarity in youth organizing and activism Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-05-03 Ryan Oto
Social studies education research lauds the importance of schools as spaces to practice democratic values while also largely ignoring the agency youth exercise to shape their lives in the present. ...
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Hollywood (and studios beyond) meet world history – how do they do? Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-04-28 Jeremy Stoddard
Published in Theory & Research in Social Education (Ahead of Print, 2023)
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Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-04-28 Tadashi Dozono
Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education’s history/social scienc...
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Racial individualism in middle school: How students learn white innocence through the social studies curriculum Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-04-28 Cristina L. Lash
This study explores how the ideology of racial individualism—which prioritizes an understanding of racism as individual wrongdoing—becomes embedded in the curriculum and discourse of the middle sch...
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Chronicling sankofa: The evolution of the work of James Banks and civic education Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-04-05 Delandrea Hall, Cinthia Salinas
Published in Theory & Research in Social Education (Vol. 51, No. 2, 2023)
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“Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-02-13 Delandrea Hall
Hip Hop is a cultural phenomenon deeply rooted in the collective knowledge and resistance of Black and Latina/o(x) youth, who are often silenced or missing from the traditional social studies curri...
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Social studies education research for sustainable democratic societies: Addressing persistent civic challenges Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-01-24 Brett L. M. Levy, Christopher L. Busey, Alexander Cuenca, Ronald W. Evans, Anne-Lise Halvorsen, Li-Ching Ho, Joseph Kahne, Mark T. Kissling, Jane C. Lo, Paula McAvoy, Sarah McGrew
ABSTRACT Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in
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Why teachers address unplanned controversial issues in the classroom Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-01-23 Charlot Cassar, Ida Oosterheert, Paulien C. Meijer
ABSTRACT This study examines teachers’ justifications for addressing unplanned controversial issues in the classroom. It builds on the premise that controversial issues arise unexpectedly in the classroom context and that some teachers actively choose to address such issues rather than avoid them. Through a series of semi-structured interviews with teachers from different school contexts in Europe
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“Because the United States is a great melting pot”: How students make sense of topics in world history Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-01-20 Geena Kim
This study is an exploration of how U.S. middle school students interacted with different topics in world history, and how their specific understandings of topics were connected to both sociocultur...
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What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-01-18 Ryan Oto
Published in Theory & Research in Social Education (Vol. 52, No. 1, 2024)
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Geography education professionals’ understanding of global citizenship: Insights for a more just geography curriculum Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-01-09 Gapcheol Kim
This study aims to articulate how the language of the geography curriculum privileges modernist discourses of global citizenship at the expense of others. Drawing on the work of two critical schola...
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Untangling the web of climate denial Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2023-01-04 Christopher H. Clark
Published in Theory & Research in Social Education (Vol. 52, No. 1, 2024)
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The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-12-07 Camila Jara Ibarra, Macarena Sánchez Bachmann, Cristián Cox, Daniel Miranda
Based on evidence from a 2019 survey of a sample of Chilean secondary education teachers responsible for citizenship education, this article examines their beliefs regarding citizenship and how th...
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Deepening practices and possibilities for classroom discussion Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-12-06 Judith L. Pace, Eric Soto-Shed
Published in Theory & Research in Social Education (Vol. 52, No. 1, 2024)
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Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-12-01 S. Lozano Parra, B. G. J. Wansink, C. Bakker, L. M. van Liere
ABSTRACT Friction in the classroom may create useful tension for teachers when they attempt to discuss sensitive topics as part of democratic learning. Due to the openness and indeterminacy of these topics, students can experience what it is like to be (political) subjects in a diverse society and become aware of other people’s subjectness in a charged classroom. To better understand how to handle
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Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-12-01 John P. Myers
ABSTRACT To prepare their students to navigate online information about current issues, teachers must be able to critically read a range of diverse and complex data visualizations. This study presents findings from task-based interviews with 25 social studies teachers on their instructional beliefs about the use of diverse data visualization types. In the interviews, teachers ranked two sets of data
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A roadmap forward in elementary social studies Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-12-01 Lisa Brown Buchanan
Published in Theory & Research in Social Education (Vol. 51, No. 4, 2023)
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Reviewer acknowledgments Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-14
Published in Theory & Research in Social Education (Vol. 50, No. 4, 2022)
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Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-03 Alyssa Whitford
ABSTRACT This study investigates the potential of integrating social studies instruction with critical literacy practices to challenge and/or expand elementary students’ perceptions of gender. Gender stereotypes develop early in childhood and are often reinforced throughout elementary education. Thus, this study examines the use of a framework for social studies pedagogy focused on gender equity and
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Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-03 Kaitlin Popielarz, Aaron Galliher
ABSTRACT This study analyzes the use of community-based pedagogy in a social studies methods course to encourage teacher candidates to initiate similar practices in the classroom. Through a culturally sustaining framework, community-based pedagogy encourages teacher candidates to center the assets, knowledge, and experiences of students, families, and local communities in social studies education.
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Toward a framework for assessing the quality of students’ social scientific reasoning Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-03 Thomas Klijnstra, Gerhard L. Stoel, Gerard J. F. Ruijs, Geerte M. Savenije, Carla A. M. van Boxtel
ABSTRACT This study aims to describe components and levels of upper secondary social science students’ reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning
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Deconstructing our imperialist history Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-02 Andrea Christoff
Published in Theory & Research in Social Education (Vol. 51, No. 4, 2023)
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“Glossed over and missing”: Preservice teachers learn about slavery in Canada Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-02 Cory Wright-Maley
ABSTRACT The more than 200 years of chattel slavery in Canada is an example of the country’s occluded history predicated on structural racism. This study of preservice elementary teachers in a social studies methods course helps to reveal how the history of Black enslavement in Canada has been effectively erased from the national consciousness. Using a symbolic interactionism/grounded theory methodology
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Theorizing necropolitics in social studies education Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-11-02 Bretton A. Varga, Mark E. Helmsing, Cathryn van Kessel, Rebecca C. Christ
ABSTRACT This article engages with three commonly traversed social studies topics—depictions of violence and death from the French Revolution, during the Vietnam War, and regarding U.S. histories of racial segregation—through the lens of Achille Mbembe’s necropolitics (i.e., political and social machinations of power that determine who lives and who dies). In particular, this article theorizes how
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Virtual reality for the promotion of historical empathy: A mixed-methods analysis Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-09-13 Timothy Patterson, Insook Han, Laurie Esposito
ABSTRACT Historical empathy may be enhanced by virtual reality (VR) technologies, which provide varying degrees of immersion into other time periods and places. This study explored the effects of combining semi-immersive and fully immersive VR with a follow-up writing task to promote historical empathy with adult learners. Thirty-six participants were randomly assigned to view a brief historical film
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Moral judgment in history education and historical positionality as a moral evaluator Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-09-12 Jong-Pil Yoon
ABSTRACT This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways students approach moral issues in history and identify
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Rethinking presentism in history education Theor. Res. Soc. Educ. (IF 3.256) Pub Date : 2022-09-08 James Miles, Lindsay Gibson
ABSTRACT Since the early 2000s, the use of the term presentism has rapidly increased in both the historical discipline and public discussions of history. Most recently, presentism has been widely discussed and debated in articles about the pulling down and defacement of statues in countries around the world inspired by the 2020 Black Lives Matter protests. Many of these discussions reveal a lack of