Theory and Research in Social Education最新文献

{"title":"Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education","authors":"Asif Wilson, Rachel McMillian","doi":"10.1080/00933104.2024.2310494","DOIUrl":"https://doi.org/10.1080/00933104.2024.2310494","url":null,"abstract":"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...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"18 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762658","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":"Reviewer Acknowledgements","authors":"","doi":"10.1080/00933104.2023.2269832","DOIUrl":"https://doi.org/10.1080/00933104.2023.2269832","url":null,"abstract":"Published in Theory & Research in Social Education (Vol. 51, No. 4, 2023)","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"79 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139025556","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 becoming: social studies as indeterminate and infinite possibilities","authors":"Kimberly Edmondson","doi":"10.1080/00933104.2023.2284131","DOIUrl":"https://doi.org/10.1080/00933104.2023.2284131","url":null,"abstract":"Published in Theory & Research in Social Education (Ahead of Print, 2023)","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138692561","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":"Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion","authors":"James E. Schul","doi":"10.1080/00933104.2023.2289821","DOIUrl":"https://doi.org/10.1080/00933104.2023.2289821","url":null,"abstract":"Published in Theory & Research in Social Education (Ahead of Print, 2023)","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"28 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138692653","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":"Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application","authors":"Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill, Alexandre Lalonde","doi":"10.1080/00933104.2023.2279157","DOIUrl":"https://doi.org/10.1080/00933104.2023.2279157","url":null,"abstract":"From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, histo...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":" 4","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494115","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":"Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959","authors":"Christine Woyshner","doi":"10.1080/00933104.2023.2277438","DOIUrl":"https://doi.org/10.1080/00933104.2023.2277438","url":null,"abstract":"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...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":" 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138493898","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":"Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation","authors":"Bretton A. Varga, Erin C. Adams","doi":"10.1080/00933104.2023.2258087","DOIUrl":"https://doi.org/10.1080/00933104.2023.2258087","url":null,"abstract":"ABSTRACTSocial 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 that simulations are eminently mimetic (i.e., a theoretical orientation concerned with understanding the entangled relationships between originals and copies) and abound with overlooked opportunities to engage with double logics that traverse academic disciplines. Primarily, we theorize how mimetic concepts (e.g., protean, pharmakon/Janus-faced) can be capacious in providing needed nuance and texture to simulatory approaches to SSE through the demarcation of two specific mimetic registers within simulation(s): mimicry and imitation. Through these two mimetic gestures, this article calls for a more intra-disciplinary framing of SSE, thus offering an alternative corridor for SSE educators, students, and researchers to consider how simulations are used to make sense of the more-than-human world in both historical and contemporary contexts.KEYWORDS: Copying pedagogiesintra-disciplinarymimesissimulationssocial studies Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. After the allotted time to mine the cookies expired, pre-service teachers were asked to consider: What was your mining strategy? Did you experience any difficulties? How might mining companies experience the same difficulties? How did the “reclaimed land change”? And, what other questions might you ask students?2. We deploy the category more-than-human to describe bodies and entities that are other than human. Taking a cue from Pugliese (Citation2020), our use of more is meant to underscore that such bodies and entities exceed human characteristics yet remain relational with/to human bodies (i.e., our use of hyphens to connect the words). We acknowledge that, historically, SSE has primarily been concerned with the distinctly human world. In an effort to reorientate how teachers, students, and researchers register unfolding pastpresentfuture (Varga, Citation2023) phenomena that extends far beyond the actions, histories, movements, policies, and dealings of people, we view our use of more-than-human as a resistive act meant to hazard humancentric framings of SSE; it is our intention to further normalize the framing more-than-human throughout SSE (and beyond).3. We acknowledge that mimesis has been taken up in different ways by a range of philosophical actors (e.g., Socrates, Friedrich Nietzsche, Philippe Lacoue-Labarthe, Edgar Morin) that extend beyond those thinkers presented in this article/section.4. For more about posthumanism and its possibilities within the context of SSE, we recommend Varga et al. (Citation2023).5. A concept developed by Barad (Citation2007), intra conceptualizes relationships and relationality as being distinctively different from inter. That is, “[i]tra-actions are nonarbitrary, nondeterministic casual enactments through whic","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385100","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":"Imparting truths and yielding critical reflections in social studies classrooms <b> <i>Teaching enslavement in American history: Lesson plans and primary sources</i> </b> , by C. H. Bohan, H. R. Baker, L. J. King, and W. H. Morris, New York, Peter Lang, 2022, 251 pp., $124.95 (hardcover), ISBN-13: 9781433157738; $47.95 (softcover), ISBN-13: 9781433198441","authors":"Irenea Walker","doi":"10.1080/00933104.2023.2255513","DOIUrl":"https://doi.org/10.1080/00933104.2023.2255513","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385539","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":"Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies","authors":"Jada Kohlmeier","doi":"10.1080/00933104.2023.2215178","DOIUrl":"https://doi.org/10.1080/00933104.2023.2215178","url":null,"abstract":"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 implementing the lesson makes dozens of quick decisions as they attend to student thinking and decide how to respond. These spontaneous decisions can have large impacts in the level of student thinking demanded in an authentic pedagogy lesson. This two-year project integrated video teacher noticing reflection with scaffolded Lesson Study in a professional development project with two U.S. Government teachers. I investigated what teachers would notice while reflecting on six video cases of authentic pedagogy lessons, four of which they developed as a team. I also analyzed what teachers noticed during the lesson implementations, including the two research lessons and two independently developed lessons at the start and end of the project. Data revealed shifts in teacher attentiveness to student thinking in video reflection. However, the increased attention to student thinking did not play a significant role in decision-making while implementing independently developed lessons after two years. This article explores these findings and raises questions for future studies.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136066171","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":"Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity","authors":"Tadashi Dozono","doi":"10.1080/00933104.2023.2199682","DOIUrl":"https://doi.org/10.1080/00933104.2023.2199682","url":null,"abstract":"ABSTRACT 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 science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, “How do eugenic beliefs continue to shape world history in schools?” Analysis revealed the persistence of eugenic beliefs in how civilization, modernity, reason, and intelligence are articulated and circulated across grades six, seven and ten. This study’s application of discourse analysis serves as a useful tool in continuing to improve curricular frameworks beyond static narratives that reproduce outdated ideologies of race and human development. The study directs social studies education toward helping students confront history’s scientific overlaps with eugenics, as well as recognizing how eugenic ideology persists today.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"408 - 437"},"PeriodicalIF":2.6,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47057181","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}