Theory and Research in Social Education最新文献

{"title":"Five years later: How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers","authors":"Kaylene M. Stevens, Christopher C. Martell","doi":"10.1080/00933104.2021.1875092","DOIUrl":"https://doi.org/10.1080/00933104.2021.1875092","url":null,"abstract":"ABSTRACT In a previous study conducted before the emergence of the #MeToo Movement and the results of the 2016 U.S. Presidential Election, the authors examined feminist teachers and found differences based on their liberal feminist or critical feminist perspectives. In this study, the authors examine the same participants five years later to determine if and how their beliefs, teaching practices, and curricula may have changed. Using a multiple case study design, the authors found that all but one feminist teacher had become more critical in their stance. Five out of six teachers reported feeling a need to respond to the current climate for women and create more opportunities for their students to learn about gender equity. Yet, one of the six teachers, who previously had the strongest critical feminist views, described feeling defeated and frustrated with the outward sexism that has become more prevalent since the 2016 election.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"201 - 226"},"PeriodicalIF":2.6,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1875092","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44620365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Centering relational-meaning making and self-understanding","authors":"Natasha Hakimali Merchant","doi":"10.1080/00933104.2021.1888620","DOIUrl":"https://doi.org/10.1080/00933104.2021.1888620","url":null,"abstract":"The Muslim woman who writes about Muslim women is never fully able to write away from the voyeuristic gaze fixated on saving, pitying, or vilifying the Muslim girl/woman. If one documents Muslim women’s advocacy, then they risk reifying the trope of the brave/liberated Muslim woman (subtext: liberated from the barbaric Muslim man and misogynistic religion); if one documents instances of how Muslim women navigate patriarchy in their lives, then one can prop-up notions of Muslim woman as victim. While this bind is not unique to Muslim women, scholarship on Muslim women and girls within the field of education often falls into the deeplydug ditches of dehumanizing narratives. Stories We Live and Grow By: (Re)telling Our Experiences as Muslim Mothers and Daughters by Muna Saleh is one such exception. Instead of starting her book with the sociopolitical context of Islamophobia (which is often done in studies of Muslims in the West), Saleh begins her book with memories of her childhood home and, in particular, reflection on the trees that were planted and grew around her. Through this recollection, Saleh sets the tone of an introspective work weaving between memory, transcripts, poetry, and process/analysis. It is clear from the first chapter that this text is not written as a response to anti-Muslim sentiment or as a plea for the reader to humanize the Muslim subject. Instead, Saleh centers her wonderings from a desire for greater self and communal understanding. Using the flourishing of trees as a primary metaphor, Saleh describes stories as the nurturing of soil, allowing shape and growth for the metaphoric trees. She reflects on the ways in which intergenerational stories inhabit the self while also wondering how others who share her subjectposition live within their own stories. She explores this wondering by engaging three pairs of Muslim mothers and daughters whom she terms her “co-inquirers.” Through multiple sessions of story-telling, Saleh grows a close bond with her co-inquirers in which the stories that are retold are done so relationally.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"486 - 488"},"PeriodicalIF":2.6,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1888620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Imagining and teaching citizenship as non-citizens: Migrant social studies teachers’ positionalities and citizenship education in turbulent times","authors":"Yeji Kim","doi":"10.1080/00933104.2021.1885543","DOIUrl":"https://doi.org/10.1080/00933104.2021.1885543","url":null,"abstract":"ABSTRACT This study explored the positionalities of migrant social studies teachers in New York City and how those positionalities inform their perceptions and pedagogical practices of citizenship education. The findings demonstrated that migrant teachers’ minoritized racial, cultural, linguistic, and religious backgrounds, together with their lack of citizenship status in the United States, created and accentuated various forms of exclusion, as well as a sense of their own vulnerability in the current racist, U.S.-centric, and anti-immigration climate. Nevertheless, these teachers have crafted a range of tactics to navigate the uncertainties they face and their sense of non-belonging, performing transnational activities with those in their home countries and forging alliances with their students in their local school communities. Through their complex and unique positionalities, these migrant teachers have shaped their understanding and practices of citizenship which decenter the increasing focus on the nation-state and Whiteness. Their life trajectories as migrants of color further served as valuable assets in their teaching citizenship education. This study provides implications for social studies educators, citizenship scholarship, and teacher education research.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"176 - 200"},"PeriodicalIF":2.6,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1885543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42265314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Sound” civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice","authors":"J. Wargo","doi":"10.1080/00933104.2021.1874582","DOIUrl":"https://doi.org/10.1080/00933104.2021.1874582","url":null,"abstract":"ABSTRACT Drawing on data from a multi-sited study examining making and makerspace technologies’ impact on early social studies education, this article explores how two 1st-grade children mobilized digital media to write (right) a personal issue of geo-civic injustice. Using speculative civic literacies and sound studies as conceptual tools to interrogate young children’s making as civic action, it asks: How do two young students and their teachers discursively make civic futures—speculative stories proposing preferable solutions to problems—through digital making and inquiry? How do the children use “sound” making or “make” sounds to document civic deliberation, practice participation, and take informed action across real and imagined worlds? Presented as a series of strategic sketches, the findings analyze the children’s practices and processes of digital media production. In doing so, this study suggests that sound functioned not only as a modal resource for making, but a critical literacy tool that stitched together heard histories of personal injustice with collaborative problem-solving in elementary social studies.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"360 - 389"},"PeriodicalIF":2.6,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1874582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47910651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Schools, society, and the socio-political: Navigating the tensions in civic education","authors":"Ritu Radhakrishnan","doi":"10.1080/00933104.2021.1878803","DOIUrl":"https://doi.org/10.1080/00933104.2021.1878803","url":null,"abstract":"Democracy at a Crossroads: Reconceptualizing Socio-Political Issues in Schools and Society emerges as a result of “a time of questionable civility in American politics, where contentious spaces and...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"481 - 485"},"PeriodicalIF":2.6,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1878803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44391729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrative units to prepare youth for democratic participation","authors":"Pratigya Marhatta","doi":"10.1080/00933104.2021.1877039","DOIUrl":"https://doi.org/10.1080/00933104.2021.1877039","url":null,"abstract":"In our current educational climate, in which neoliberal ideology permeates public education (e.g., No Child Left Behind, Race to the Top), the prioritization of student achievement over authentic l...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"315 - 319"},"PeriodicalIF":2.6,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1877039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47698207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning young children’s civic action and thought through themselves, others, and issues","authors":"Yu-Han Hung","doi":"10.1080/00933104.2021.1877998","DOIUrl":"https://doi.org/10.1080/00933104.2021.1877998","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"477 - 480"},"PeriodicalIF":2.6,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1877998","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41652558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward critically compassionate financial literacy: How elementary preservice teachers view the standards","authors":"Thomas A. Lucey, M. Henning","doi":"10.1080/00933104.2020.1859422","DOIUrl":"https://doi.org/10.1080/00933104.2020.1859422","url":null,"abstract":"ABSTRACT This study examined preservice teachers’ agreement with critically compassionate financial literacy standards and the financial literacy standards developed by The Council for Economic Education for Grade 4. The preservice teachers, enrolled in elementary social studies methods courses at two institutions, responded to surveys about their agreement with traditional and compassionate standards for financial literacy before and after a visual, audio, and dramatic art intervention integrated into the elementary methods course. After their experience of three art-based instructional activities about social injustice, the preservice teachers expressed more agreement with compassionate financial literacy standards for Grade 4 than they did before the activities. This research informs the social education community about alternative conceptions of financial literacy, the relevance of art-based instruction to social education and financial education, and the prospects for affecting teacher candidates’ perspectives toward financial literacy. Art-based instruction offers the potential to improve compassionate approaches for financial literacy.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"107 - 136"},"PeriodicalIF":2.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2020.1859422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44231576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Courage to take on the bull”: Cultural citizenship in fifth-grade social studies","authors":"A. Falkner, Katherina A. Payne","doi":"10.1080/00933104.2020.1831675","DOIUrl":"https://doi.org/10.1080/00933104.2020.1831675","url":null,"abstract":"ABSTRACT Critiques of traditional civic education as exclusionary toward individuals and groups that are linguistically, culturally, and age-diverse have led to critical civic education that foregrounds the experiences and assets of Communities of Color. Elementary-aged Children of Color face civic marginalization because of their multiple identities, including culture and age. We present a case study of one white fifth-grade teacher, Ms. Vine, and her two classes of culturally and linguistically diverse students who engaged in critical social studies content that created opportunities for students to use and learn about cultural citizenship. We highlight three cultural citizenship practices seen across students’ engagement with social studies content. First, students engaged in self-definition and identity work, laying the groundwork for further critical civic education. Second, the class interrogated issues of injustice and civic action through attention to counternarratives inclusive of Children and Communities of Color as civic actors. Finally, students grappled with historical agency in counternarratives and negotiated agency within the classroom. These cultural citizenship practices enabled Black and Brown children to draw on their civic assets, engage a conception of civicness reflective of people like themselves, and forwarded critical elementary social studies practices.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"78 - 106"},"PeriodicalIF":2.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2020.1831675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44730570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge","authors":"Tamara L. Shreiner, B. M. Dykes","doi":"10.1080/00933104.2020.1850382","DOIUrl":"https://doi.org/10.1080/00933104.2020.1850382","url":null,"abstract":"ABSTRACT Data literacy—the ability to comprehend, analyze, and interpret data and data visualizations—is inextricably linked to the goals of K–12 social studies education. In a society where data visualizations such as maps, charts, and graphs are used to communicate information about problems, policies, and trends, or persuade people to vote for a candidate or agenda, an informed citizen must also be a data-literate citizen. Unfortunately, little is known about how teachers view data literacy’s role in social studies education or how well prepared they are to teach it. This study involved an online self-administered cross-sectional questionnaire of a sample totaling 262 practicing U.S. elementary and secondary teachers of social studies. Using mixed methods analyses, we address questions about teachers’ practices, beliefs, and knowledge related to data literacy in social studies. The insight gained from this research establishes a foundation for work in social studies teacher preparation and professional development.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"262 - 306"},"PeriodicalIF":2.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2020.1850382","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49337695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}