Theory and Research in Social Education最新文献_第9页

Reconceptualizing global citizenship education: Revisiting Asia as method 重新定义全球公民教育:重新审视亚洲作为一种方法

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-11-23 DOI: 10.1080/00933104.2021.2004873

Yun-Wen Chan

引用次数: 0

Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence 被希望所困扰：（重新）追踪暴力组合中的复杂性

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-11-19 DOI: 10.1080/00933104.2021.2002107

Bretton A. Varga, C. van Kessel

{"title":"Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence","authors":"Bretton A. Varga, C. van Kessel","doi":"10.1080/00933104.2021.2002107","DOIUrl":"https://doi.org/10.1080/00933104.2021.2002107","url":null,"abstract":"Violence is diverging, intra-active, complex, and becomes (re)produced across/within variegated trajectories. In her recent book, Assemblages of Violence in Education, Boni Wozolek lays bare the possibilities of conceptualizing violence as such. She undertakes this task by leaning into post-structuralist (e.g., Deleuze & Guattari, 1980/2008; Foucault, 1976/1978) and new materialist (e.g., Barad, 2007; Delanda, 2016) framings to explore the imbricated and ubiquitous nature of violence and its implications on human and nonhuman bodies in educational contexts. Referring to assemblages as “messy and entangled intermingling of bodies” (p. 64), Wozolek calls for our “attention to the deeply linked bodies that impact and intra-act across distances, resulting sometimes in affects that buttress each other” (p. 55). In particular, she works along the contours of contemporary scholarship (e.g., Ahmed, 2010; Berlant, 2011) that conceptualizes affect as being more-than a complex set of emotions manifesting between (non/human) bodies. According to Wozolek, these intricate emotional webs are precarious insofar that they are susceptible to manipulation and (violent) applications of power. While power and violence can be “nested and knotted” (p. 15) within these intra-actions (i.e., co-constitutive agency that emerges from within two or more bodies [Barad, 2007]), Wozolek is especially interested in how violence reverberates across/within the spaces, times, and matter(ing)s of “two all-too-consistent recipients of violence: girls and women, and LGBTQ+ people” (p. 20). Within this context, Wozolek braids together participant stories from both the United States and India with her interdisciplinary theoretical and methodological approaches that challenge cultural “common sense” (Kumashiro, 2015) and can help educators and researchers as they continue to seek out (re)new(ed) avenues for cultivating (educational) equity, responsibility, and justice.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"498 - 504"},"PeriodicalIF":2.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49590968","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

Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class 桥还是小路？在美国历史课上教授历史阅读和公民在线推理

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-11-11 DOI: 10.1080/00933104.2021.1997844

Sarah McGrew

{"title":"Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class","authors":"Sarah McGrew","doi":"10.1080/00933104.2021.1997844","DOIUrl":"https://doi.org/10.1080/00933104.2021.1997844","url":null,"abstract":"ABSTRACT This study investigated an approach to teaching students to evaluate online information in the context of a high school history class. Over the course of a semester, I collaborated with a teacher to teach and refine a series of eight lessons focused on civic online reasoning. We aimed to use students’ historical reading as a bridge to help them learn to evaluate online sources; however, tensions also arose between historical reading and civic online reasoning. We negotiated the content focus of the lessons. We asked students to investigate historical questions with contemporary ramifications instead of strictly civic questions, but we still balanced a need for students to build civics content knowledge to effectively evaluate online information. We also negotiated the degree to which we presented online evaluations as requiring different strategies than print historical sources. We emphasized similarities in the evaluative approaches but also learned to be explicit about differences. As teachers consider how to help students learn to evaluate online information, the question of how such lessons might be incorporated into existing disciplinary goals is a critical one. This study presents an in-depth analysis of design efforts in one such case.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"196 - 225"},"PeriodicalIF":2.6,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44225964","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: 2

Centering power, inequity, and social justice: Possibilities in civic education 以权力、不平等和社会正义为中心:公民教育的可能性

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-10-13 DOI: 10.1080/00933104.2021.1988991

Hanadi Shatara

引用次数: 0

From “contained risk taking” to “required risk taking” 从“可控风险承担”到“必要风险承担”

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-09-09 DOI: 10.1080/00933104.2021.1975446

Casey Holmes, P. McAvoy

引用次数: 0

Retelling American history: Black women’s resistance and fight for freedom, justice, equality, and cultural identity in the United States 重述美国历史:美国黑人妇女为争取自由、正义、平等和文化认同而进行的抵抗和斗争

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-09-07 DOI: 10.1080/00933104.2021.1970454

Anna Rochester, T. Heafner

引用次数: 0

College, career, and civic readiness: Building school communities that prepare youth to thrive as 21st century citizens 大学、职业和公民准备:建立学校社区，使年轻人成为21世纪的公民

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-08-27 DOI: 10.1080/00933104.2021.1968984

Catherine S. Kramer, A. J. Lester, K. Wilcox

{"title":"College, career, and civic readiness: Building school communities that prepare youth to thrive as 21st century citizens","authors":"Catherine S. Kramer, A. J. Lester, K. Wilcox","doi":"10.1080/00933104.2021.1968984","DOIUrl":"https://doi.org/10.1080/00933104.2021.1968984","url":null,"abstract":"ABSTRACT In the United States, advances in information technology and globalization present new social and political terrain for citizens to navigate. Preparing well-rounded young adults who are ready to meet the demands of citizenship in the 21st century—thinking critically, communicating, collaborating, and creating—is an imperative function of education. Findings from this multiple case study of “positive outlier” schools, or those with better-than-expected graduation outcomes among youth with historically disparate rates, utilize practices that incorporate Positive Youth Development (PYD) and Deeper Learning (DL) strategies. PYD and DL facilitate students’ development of skills, abilities, and dispositions that define 21st century citizenship. Though the schools in this study were selected for their better college and career preparation as measured by graduation outcomes, educators in positive outlier schools, in contrast to typically performing schools, emphasized student preparation for citizenship along with college and career preparation. The unique features of positive outlier schools include: commitment to pluralism, ethic of shared sacrifice and responsibility, community-directed critical thinking, and democratic school governance. For these schools, the college, career, and civic readiness replaced the exclusive college and career readiness paradigm.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"602 - 629"},"PeriodicalIF":2.6,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44730529","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: 5

Teaching for citizenship: Instructional practices and open classroom climate 公民教育:教学实践与开放课堂氛围

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-08-25 DOI: 10.1080/00933104.2021.1966560

Kelly Siegel-Stechler

引用次数: 4

A more conscious history education? Historical consciousness, narrative, and identity in French Canadian schools 更有意识的历史教育?法裔加拿大学校的历史意识、叙事与身份认同

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-08-24 DOI: 10.1080/00933104.2021.1968239

A. Clark

引用次数: 0

The tradition of classroom deliberation and the evasion of racial justice as a social issue, 1916–1966 课堂讨论的传统与种族正义作为社会问题的回避，1916-1966

IF 2.6 2区教育学

Theory and Research in Social Education Pub Date : 2021-08-24 DOI: 10.1080/00933104.2021.1967822

Thomas Fallace

引用次数: 0