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Journal of Social Studies Research最新文献

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A new tool in whiteness pedagogies: Possibilities of counter-monuments and counter-museums 白人教育的新工具:反纪念碑和反博物馆的可能性
Journal of Social Studies Research Pub Date : 2022-10-01 DOI: 10.1016/j.jssr.2021.11.008
Sara B. Demoiny
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引用次数: 0
Journal of Social Studies Research Pub Date : 2022-10-01 DOI: 10.1016/j.jssr.2022.07.001
Rebecca C. Christ , Charlene Krieger
{"title":"","authors":"Rebecca C. Christ , Charlene Krieger","doi":"10.1016/j.jssr.2022.07.001","DOIUrl":"https://doi.org/10.1016/j.jssr.2022.07.001","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 4","pages":"Pages 397-401"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91665283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“We need to teach school differently”: Learning to teach social studies for justice “我们需要以不同的方式教学校”:学会为正义而教社会研究
Journal of Social Studies Research Pub Date : 2022-10-01 DOI: 10.1016/j.jssr.2021.10.002
Christopher C. Martell , Rob Martinelle , Jennifer P. Chalmers-Curren
{"title":"“We need to teach school differently”: Learning to teach social studies for justice","authors":"Christopher C. Martell ,&nbsp;Rob Martinelle ,&nbsp;Jennifer P. Chalmers-Curren","doi":"10.1016/j.jssr.2021.10.002","DOIUrl":"https://doi.org/10.1016/j.jssr.2021.10.002","url":null,"abstract":"<div><p>Using interpretative case study methods, the researchers examined the beliefs and practices of 10 preservice social studies<span> teachers with self-described preferences to teach for justice. While all of the participants in this study identified as committed to justice, there was a division between teachers whose beliefs were tolerance-oriented (focused primarily on individual prejudice) and teachers whose beliefs were equity-oriented (focused primarily on systemic oppression). Across the cases, we generally found that the teachers were grouped into three types: teachers not making progress toward critical social studies, teachers implementing critical social studies irregularly, and teachers implementing critical social studies regularly. Teachers who had strong equity-oriented beliefs were more likely to implement critical social studies regularly in their classrooms during student teaching.</span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 4","pages":"Pages 345-361"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91665286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Troubling state (of) affairs: A critical analysis of a state-approved, elementary field trip 令人不安的事态:对国家批准的初级实地考察的批判性分析
Journal of Social Studies Research Pub Date : 2022-10-01 DOI: 10.1016/j.jssr.2021.11.006
Cassie J. Brownell, Desmond Wong
{"title":"Troubling state (of) affairs: A critical analysis of a state-approved, elementary field trip","authors":"Cassie J. Brownell,&nbsp;Desmond Wong","doi":"10.1016/j.jssr.2021.11.006","DOIUrl":"10.1016/j.jssr.2021.11.006","url":null,"abstract":"<div><p>This article presents an analysis of one docent's discussion of Michigan history to a group of third-grade children as part of a week-long state-sponsored history program. By analyzing the docent's presentation about Indigenous and Fur Trade history at the Michigan History Museum, the authors argue that the docent forwarded a violent, settler colonial worldview. Using a dual-lens of Indigenous Studies and critical literacies, the authors detail how these narratives asserted a white supremacist national and state history. The authors offer a critical historical method rooted in the Lands and Waters that constitute Michigan, and propose potential sites of historiographical disruption, contestation, and critical thinking. In turn, they highlight the possibilities for museums as rich spaces for children to examine their relationships to community, nationhood, and social justice through stories told from multiple perspectives.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 4","pages":"Pages 333-344"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73156593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book review: A Becky and a Charlene review Surviving Becky(s) 书评:《贝琪与夏琳》书评《幸存的贝琪》(下)
Journal of Social Studies Research Pub Date : 2022-08-01 DOI: 10.1016/j.jssr.2022.07.001
Rebecca C. Christ, C. Krieger
{"title":"Book review: A Becky and a Charlene review Surviving Becky(s)","authors":"Rebecca C. Christ, C. Krieger","doi":"10.1016/j.jssr.2022.07.001","DOIUrl":"https://doi.org/10.1016/j.jssr.2022.07.001","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"17 1","pages":"397 - 401"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87292093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Book review: Civics Education in contentious times: Working with teachers to create locally-specific curricula in a post-truth world 书评:争议时代的公民教育:在后真相世界中与教师合作创建有地方特色的课程
Journal of Social Studies Research Pub Date : 2022-08-01 DOI: 10.1016/j.jssr.2022.06.001
Kason Kendall, R. Knowles
{"title":"Book review: Civics Education in contentious times: Working with teachers to create locally-specific curricula in a post-truth world","authors":"Kason Kendall, R. Knowles","doi":"10.1016/j.jssr.2022.06.001","DOIUrl":"https://doi.org/10.1016/j.jssr.2022.06.001","url":null,"abstract":"","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"1 1","pages":"402 - 403"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83047243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sorting through citizenship: A case study on using cognitive scaffolding to unpack adolescent civic identity formation 通过公民身份分类:使用认知脚手架来解析青少年公民身份形成的案例研究
Journal of Social Studies Research Pub Date : 2022-07-01 DOI: 10.1016/j.jssr.2021.09.002
Victoria Davis Smith , Kevin R. Magill , Brooke Blevins , Nate Scholten
{"title":"Sorting through citizenship: A case study on using cognitive scaffolding to unpack adolescent civic identity formation","authors":"Victoria Davis Smith ,&nbsp;Kevin R. Magill ,&nbsp;Brooke Blevins ,&nbsp;Nate Scholten","doi":"10.1016/j.jssr.2021.09.002","DOIUrl":"10.1016/j.jssr.2021.09.002","url":null,"abstract":"<div><p>Civic engagement<span> requires individuals to have both knowledge of democratic principles and the skills for enacting change. Acquiring the knowledge and skills necessary for a productive civic life can be difficult for students if they are not provided conceptual scaffolds and opportunities to practice citizenship. We implemented and studied an activity using Westheimer and Kahne's (2004) citizenship typology during a summer civics institute to help students grapple with their understandings of “good” citizenship. We found (1) students appropriated the language of Westheimer and Kahne's citizenship typology by using it to describe their expanding understandings of citizenship; and (2) students used the citizenship typology to name and make sense of their civic identity. We discuss these findings and reflect on our use of Westheimer and Kahne's citizenship typology as a cognitive scaffold.</span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 3","pages":"Pages 223-235"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87113226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Disrupting narratives of racial progress: Two preservice elementary teachers’ practices 扰乱种族进步的叙述:两位职前小学教师的实践
Journal of Social Studies Research Pub Date : 2022-07-01 DOI: 10.1016/j.jssr.2021.09.004
Ryan E. Hughes, Pratigya Marhatta
{"title":"Disrupting narratives of racial progress: Two preservice elementary teachers’ practices","authors":"Ryan E. Hughes,&nbsp;Pratigya Marhatta","doi":"10.1016/j.jssr.2021.09.004","DOIUrl":"10.1016/j.jssr.2021.09.004","url":null,"abstract":"<div><p>This study examined the approaches used by two preservice elementary school teachers as they designed and taught antiracist social studies<span><span> lessons about civil rights history during a community-based field experience. Using a theoretical framework of racial pedagogical content knowledge (RPCK), we identified three domains of RPCK needed to enact antiracist elementary social studies teaching and analyzed how these domains surfaced during lessons and interviews. Our cross-case analysis revealed that both preservice teachers struggled to balance presenting civil rights events as historically significant while also calling their legacy into question. However, the preservice teacher who fostered dialogic and student-centered discussions was ultimately more successful with antiracist teaching. We provide implications for supporting elementary school teachers in developing social studies lessons that embody antiracism and teach the long </span>civil rights movement.</span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 3","pages":"Pages 185-208"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74735838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Democratizing social studies teacher education through mediated field experiences and practice-based teacher education 通过中介的实地经验和基于实践的教师教育实现社会研究教师教育的民主化
Journal of Social Studies Research Pub Date : 2022-07-01 DOI: 10.1016/j.jssr.2021.09.005
Paul G. Fitchett, Stacy B. Moore
{"title":"Democratizing social studies teacher education through mediated field experiences and practice-based teacher education","authors":"Paul G. Fitchett,&nbsp;Stacy B. Moore","doi":"10.1016/j.jssr.2021.09.005","DOIUrl":"10.1016/j.jssr.2021.09.005","url":null,"abstract":"<div><p>This dual methods study explored one social studies<span> teacher education program as it attempted to incorporate a cycle of practice-based teacher education into a methods course for the purpose of democratizing the teacher education experience. In addition to detailing the pedagogical decisions of the course instructor, researchers followed two social studies teacher candidates into their student teaching experience. Findings suggested that promoting social studies practice through a pedagogy of enactment is not enough. Rather, mentor teachers, course instructors, and teacher candidates need to be aligned pedagogically as to the purposes and practices of social studies education.</span></p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 3","pages":"Pages 169-184"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82966954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Positioning documentaries as vehicles for developing preservice teachers’ analytic skills 将纪录片定位为培养职前教师分析技能的工具
Journal of Social Studies Research Pub Date : 2022-07-01 DOI: 10.1016/j.jssr.2021.09.001
Jeremy Hilburn , Lisa Brown Buchanan , Wayne Journell
{"title":"Positioning documentaries as vehicles for developing preservice teachers’ analytic skills","authors":"Jeremy Hilburn ,&nbsp;Lisa Brown Buchanan ,&nbsp;Wayne Journell","doi":"10.1016/j.jssr.2021.09.001","DOIUrl":"10.1016/j.jssr.2021.09.001","url":null,"abstract":"<div><p><span>In this study, preservice teachers viewed clips from three documentary films that presented multiple experiences of contemporary immigrants and refugees. Our focus in the study was </span><em>how</em> preservice teachers analyzed the three films. Specifically, we examined how elementary, middle grades, and secondary preservice teachers analyzed, both from a cognitive and affective stance, clips of documentary films about the difficult topic of contemporary immigration.</p></div>","PeriodicalId":38375,"journal":{"name":"Journal of Social Studies Research","volume":"46 3","pages":"Pages 237-248"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89901920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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