Theory and Research in Social Education最新文献_第6页

Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework 将恐惧视为权力和压迫：弗吉尼亚州美国历史标准和课程框架中黑人和白人恐惧的考察

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-05-10 DOI: 10.1080/00933104.2022.2069529

Brittany L. Jones

引用次数: 10

We, too, sing America: Preparing a new generation of active citizens 我们也在唱《美国：为新一代活跃的公民做好准备》

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-04-15 DOI: 10.1080/00933104.2022.2057271

A. Vickery

{"title":"We, too, sing America: Preparing a new generation of active citizens","authors":"A. Vickery","doi":"10.1080/00933104.2022.2057271","DOIUrl":"https://doi.org/10.1080/00933104.2022.2057271","url":null,"abstract":"For nearly 50 years, SchoolHouse Rocks! has been a staple in the education of millions of children in the United States. There were seven seasons of the hit television show, with Season 3, titled America Rock!, focusing on U.S. history and civics. The show’s catchy and folksy tunes have been used by social studies educators to teach young people basic civic knowledge, with episodes on the American Revolution, the Constitution, women’s suffrage, westward expansion, the three branches of government, the Electoral College, and immigration and assimilation. The common thread throughout the season promotes a narrative of the past that centers the greatness of white men as the founders and purveyors of American Democracy. This version of history and civics centers white middle class culture and norms while positioning people of Color as the “Other”—different and inferior and not seen as part of America’s national identity (Takaki, 2008). Given that SchoolHouse Rocks! is a relic from a different historical era, we cannot expect the young people of today to connect with the whitewashed version of history and civics presented in these videos. That was until We The People pulled up to the scene in July of 2021. We The People is an animated streaming series on Netflix that serves as an update to the original SchoolHouse Rocks! America Rock season. The series consists of 10 four-minute episodes with stunning animation and visuals that cover topics such as active citizenship, federalism, the courts, taxes, and immigration. Each episode features original songs written and performed by modern day artists like Janelle Monae, H.E.R, Lin-Manuel Miranda, Brandi Carlile, Cordae, Andra Day, Adam Lambert, and National Youth Poet Laureate Amanda Gorman. The series was developed by some heavy hitters in the entertainment industry: Chris Nee, who created the lovable Doc McStuffins children’s television show; Kenya Barris, the creator of the widely popular ABC primetime show Black-ish; along with the ultimate power couple, former President and forever First Lady Barack and Michelle Obama.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"324 - 331"},"PeriodicalIF":2.6,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47444388","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}

引用次数: 0

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate 小学结束时的社会公民能力：社会种族课堂多样性和教师的公民信仰和实践在课堂气氛中的作用

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-03-29 DOI: 10.1080/00933104.2022.2051106

Lisa De Schaepmeester, J. van Braak, Koen Aesaert

{"title":"Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate","authors":"Lisa De Schaepmeester, J. van Braak, Koen Aesaert","doi":"10.1080/00933104.2022.2051106","DOIUrl":"https://doi.org/10.1080/00933104.2022.2051106","url":null,"abstract":"ABSTRACT This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers’ liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students’ social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students’ attitudes toward dealing with conflicts. Second, teachers’ conservative citizenship beliefs negatively related to students’ reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"297 - 326"},"PeriodicalIF":2.6,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194968","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}

引用次数: 1

History is critical: Addressing the false dichotomy between historical inquiry and criticality 历史是批判性的：解决历史探究和批判性之间的错误二分法

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-03-21 DOI: 10.1080/00933104.2022.2048426

Maribel Santiago, Tadashi Dozono

引用次数: 9

Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability 为实现社会公正和可持续性而修订小学课程的原则、教学法和可能性

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-03-21 DOI: 10.1080/00933104.2022.2053822

Elizabeth O. Crawford

引用次数: 0

“Technology inevitably involves trade-offs”: The framing of technology in social studies standards “技术不可避免地涉及权衡”:社会研究标准中的技术框架

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-03-11 DOI: 10.1080/00933104.2022.2042444

Daniel G. Krutka, S. Metzger, R. Seitz

{"title":"“Technology inevitably involves trade-offs”: The framing of technology in social studies standards","authors":"Daniel G. Krutka, S. Metzger, R. Seitz","doi":"10.1080/00933104.2022.2042444","DOIUrl":"https://doi.org/10.1080/00933104.2022.2042444","url":null,"abstract":"ABSTRACT We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about technology in the K–12 social studies standards of 10 states. Overall, the standards showed a preference for broad labels and neutral or positive framing, with technology often serving as a vehicle to explain social phenomena or economic growth. Production technologies were most frequent, but there was wide variance in the particular technologies referenced by each state. Even when technology was referenced, it often was not the primary focus of the standard’s content. Standards rarely framed technology with critical perspectives for inquiry into collateral, unintended, and disproportionate effects. We draw on technology criticism to offer a technoskeptical framework that educators and scholars can use to question narratives of technological progress and encourage collateral thinking about the consequences of technologies for human societies.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"226 - 254"},"PeriodicalIF":2.6,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45154030","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}

引用次数: 4

A roadmap for global, humanizing, and collaborative civic education 全球化、人性化和合作性公民教育的路线图

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-03-08 DOI: 10.1080/00933104.2022.2043897

Hilary G. Conklin

{"title":"A roadmap for global, humanizing, and collaborative civic education","authors":"Hilary G. Conklin","doi":"10.1080/00933104.2022.2043897","DOIUrl":"https://doi.org/10.1080/00933104.2022.2043897","url":null,"abstract":"At a time of so much global upheaval—a devastating pandemic, a deepening climate crisis, entrenched racism, and profound social and economic inequalities—many of us are searching for new tools to help young people navigate and address our world’s intersecting public problems. Keith Barton and Li-Ching Ho’s new book, Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, tackles this complex landscape, offering a rich and thought-provoking vision for a curriculum that invites students to examine the globe’s most pressing social issues while centering the principles of justice and harmony. Across their 11-chapter book, Barton and Ho argue for “a complete reorientation of the curriculum of social and civic education” (p. 14). They aim to provide social educators with a set of curricular principles that will engage students in habits of collaborative thinking, deliberation, and action around issues of public concern. In contrast to much existing scholarship in social education that is rooted in specific local or national contexts, Barton and Ho’s proposal stands out for its deliberately global focus: their intent is to offer curricular principles that transcend national boundaries and have global applicability. They do this by drawing on both Eastern and Western theoretical traditions and providing concrete curricular examples from varied national contexts.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"332 - 336"},"PeriodicalIF":2.6,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510187","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}

引用次数: 0

Bourdieu applied 布迪厄应用

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-02-19 DOI: 10.4324/9781003156550-15

Irene Kleanthous

引用次数: 0

Research in Christian Academies 基督教院校研究

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-02-19 DOI: 10.4324/9781003156550-14

Elizabeth H. Green

引用次数: 0

Between the state and the street 在国家和街道之间

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2022-02-19 DOI: 10.4324/9781003156550-10

M. Murphy

引用次数: 1