Social Studies Research and Practice最新文献_第2页

Between villainification and heroification: toward a theory of nuanced ethical judgments 在恶棍化与英雄化之间：迈向细致入微的伦理判断理论

Social Studies Research and Practice Pub Date : 2024-04-24 DOI: 10.1108/ssrp-12-2023-0071

Paul J. Yoder

{"title":"Between villainification and heroification: toward a theory of nuanced ethical judgments","authors":"Paul J. Yoder","doi":"10.1108/ssrp-12-2023-0071","DOIUrl":"https://doi.org/10.1108/ssrp-12-2023-0071","url":null,"abstract":"PurposeThe purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.Design/methodology/approachThe article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.FindingsThe article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.Originality/valueThe article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"59 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661716","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

Making the virtual historical using primary sources 利用原始资料制作虚拟历史

Social Studies Research and Practice Pub Date : 2024-04-09 DOI: 10.1108/ssrp-12-2023-0077

Nicole C. Miller, Rebecca L. Kellum

{"title":"Making the virtual historical using primary sources","authors":"Nicole C. Miller, Rebecca L. Kellum","doi":"10.1108/ssrp-12-2023-0077","DOIUrl":"https://doi.org/10.1108/ssrp-12-2023-0077","url":null,"abstract":"PurposeThis paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can enhance student engagement, foster critical thinking and provide immersive contextualization for historical events. Despite acknowledging challenges, this paper advocates for the purposeful adoption of VR technology in the classroom to enrich the teaching and learning of history.Design/methodology/approachThis paper explores the integration of virtual reality and primary sources in social studies education by providing a detailed lesson plan that could be used as a model for this type of teaching, as well as other resources and opportunities to do so. It highlights the potential of VR to enhance engagement, historical thinking and historical empathy.FindingsIntegrating virtual reality and primary sources can support student engagement, critical thinking and historical empathy. There are also challenges that can be mitigated through careful planning.Practical implicationsThis paper provides teachers with a pedagogical model and resources for integrating VR and primary sources, along with challenges and methods for mitigating those, in their secondary social studies classroom.Originality/valueThis paper offers a unique model for combining virtual reality and primary sources for secondary social studies educators. It provides an example lesson plan exemplifying its application and emphasizing VR’s potential to support teaching and learning.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"50 S4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140722777","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

“I got knocked down”: factors impacting a novice teacher’s decision making "我被撞倒了"：影响新教师决策的因素

Social Studies Research and Practice Pub Date : 2024-03-26 DOI: 10.1108/ssrp-09-2023-0049

Colleen Fitzpatrick, Adam Friedman

引用次数: 0

Preservice teachers and the patriotism of the 1619 and 1776 history narratives 职前教师与 1619 年和 1776 年历史叙事中的爱国主义

Social Studies Research and Practice Pub Date : 2024-03-25 DOI: 10.1108/ssrp-12-2023-0073

Benjamin R. Wellenreiter, Xiaoying Zhao, Tom Lucey

引用次数: 0

“They will at least do no harm”: LGBTQ social studies teacher education "他们至少不会造成伤害"：LGBTQ 社会研究教师教育

Social Studies Research and Practice Pub Date : 2024-03-25 DOI: 10.1108/ssrp-12-2023-0069

C. A. Brant

{"title":"“They will at least do no harm”: LGBTQ social studies teacher education","authors":"C. A. Brant","doi":"10.1108/ssrp-12-2023-0069","DOIUrl":"https://doi.org/10.1108/ssrp-12-2023-0069","url":null,"abstract":"PurposeThis study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.Design/methodology/approachThis study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).FindingsParticipants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.Originality/valueThis is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210314","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

Developing notions of place in an undergraduate elementary social studies methods course 在本科生小学社会研究方法课程中发展地方观念

Social Studies Research and Practice Pub Date : 2024-03-12 DOI: 10.1108/ssrp-10-2023-0056

Ariel Cornett, Erin Piedmont

{"title":"Developing notions of place in an undergraduate elementary social studies methods course","authors":"Ariel Cornett, Erin Piedmont","doi":"10.1108/ssrp-10-2023-0056","DOIUrl":"https://doi.org/10.1108/ssrp-10-2023-0056","url":null,"abstract":"PurposePlace-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”Design/methodology/approachThis qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.FindingsThe authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.Originality/valueTCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"22 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248917","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

The power(s) of Bridge of Spies to learn about the Cold War 从《间谍之桥》中了解冷战的力量

Social Studies Research and Practice Pub Date : 2024-02-27 DOI: 10.1108/ssrp-03-2023-0015

Alan S. Marcus, Katherine A. Griffith, Francis Gary Powers Jr

{"title":"The power(s) of Bridge of Spies to learn about the Cold War","authors":"Alan S. Marcus, Katherine A. Griffith, Francis Gary Powers Jr","doi":"10.1108/ssrp-03-2023-0015","DOIUrl":"https://doi.org/10.1108/ssrp-03-2023-0015","url":null,"abstract":"PurposeIn this article, we use the film Bridge of Spies – which depicts the case of U-2 spy pilot Francis Gary Powers – and relevant primary sources, particularly Powers' letters from prison, to provide teachers with a case that can engage students with the complexity of the Cold War. Understanding USA–Russia relations is as important today as ever as we watch the tragedy unfold in Ukraine. Using primary sources to reflect on the Cold War can help secondary students understand the historical context of the war in Ukraine as well as how to evaluate and critique sources of information about the war.Design/methodology/approachThe film and personal letters provide insights often not available or obvious when we focus on the political or military history of an event or time period. The Cold War is frequently defined by the rhetoric of the USA and Union of Soviet Socialist Republics (USSR) governments – but everyday people and citizens had a wider range of views and experiences. The film and letters bring out the humanity of the Cold War.FindingsThis article supports secondary teachers in incorporating film and primary sources as teaching tools to study the Cold War while more broadly thinking about these sources as ways to understand the past. The letters used, including those from U-2 spy pilot Francis Gary Powers, help us understand his time in a Soviet prison as well as the behind-the-scenes work to free him as part of a prisoner exchange.Originality/valueThe U-2 Incident and other events of the Cold War provide important context for understanding the Cold War-like tensions between the USA and Russia today. The distrust between these countries has a long history. However, documents like the film and letters discussed here show that there is much more to the bluster of political leaders and the military chess game. There is an important human element to these events and an impact on individuals who are much more than pawns in international diplomacy.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"88 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140426579","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

Being l'Autre: French-Canadian immigrants in contemporary children's literature 成为 "另一个人"：当代儿童文学中的法裔加拿大移民

Social Studies Research and Practice Pub Date : 2024-01-15 DOI: 10.1108/ssrp-10-2023-0054

Danielle E. Sachdeva

{"title":"Being l'Autre: French-Canadian immigrants in contemporary children's literature","authors":"Danielle E. Sachdeva","doi":"10.1108/ssrp-10-2023-0054","DOIUrl":"https://doi.org/10.1108/ssrp-10-2023-0054","url":null,"abstract":"PurposeImmigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books.Design/methodology/approachPostcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf.FindingsThe findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries.Originality/valueThis study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"114 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139530473","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

Learning about geographic mobility with film 通过电影了解地域流动性

Social Studies Research and Practice Pub Date : 2023-12-11 DOI: 10.1108/ssrp-03-2023-0025

Joshua L. Kenna, D. Stevenson

引用次数: 0

Students learning following a single self-guided tour to a history museum 学生在历史博物馆的单次自助导览后学习

Social Studies Research and Practice Pub Date : 2023-12-06 DOI: 10.1108/ssrp-05-2023-0036

Billie Eilam, Merav Yosfan, J. Lanir, A. Wecker

{"title":"Students learning following a single self-guided tour to a history museum","authors":"Billie Eilam, Merav Yosfan, J. Lanir, A. Wecker","doi":"10.1108/ssrp-05-2023-0036","DOIUrl":"https://doi.org/10.1108/ssrp-05-2023-0036","url":null,"abstract":"Purpose The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.Design/methodology/approach Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.Findings The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.Practical implications Recommendations for practice are discussed.Originality/value This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594534","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