Theory and Research in Social Education最新文献

{"title":"Connections across time and space: World history instruction through themes and documents","authors":"Erin A. Bronstein","doi":"10.1080/00933104.2021.1938929","DOIUrl":"https://doi.org/10.1080/00933104.2021.1938929","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"163 - 166"},"PeriodicalIF":2.6,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1938929","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41955778","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":"“Ethnic studies now”: Preparing to teach and support critical K–12 ethnic studies","authors":"Jasmin Patrón-Vargas","doi":"10.1080/00933104.2021.1934807","DOIUrl":"https://doi.org/10.1080/00933104.2021.1934807","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"634 - 637"},"PeriodicalIF":2.6,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1934807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47849280","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":"Reframing the purpose of museum visits","authors":"Alan S. Marcus","doi":"10.1080/00933104.2021.1941616","DOIUrl":"https://doi.org/10.1080/00933104.2021.1941616","url":null,"abstract":"Visits to museums have long been a staple of K-12 education. Places like Mystic Seaport in Connecticut bring the past to life for students through a living history museum. The United States Holocau...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"638 - 641"},"PeriodicalIF":2.6,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1941616","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48585467","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":"“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry","authors":"Ryan E. Hughes","doi":"10.1080/00933104.2021.1927921","DOIUrl":"https://doi.org/10.1080/00933104.2021.1927921","url":null,"abstract":"ABSTRACT This study investigates how 19 third-grade students developed their understandings of enslavement during a six-week social studies inquiry. Using Teaching Tolerance’s key concepts as my analytic framework, I analyzed the students’ pre- and post-concept maps and classwork to understand their learning. The findings show that students conceptualized enslavement as interactions between individuals—such as getting whipped by an overseer or forced to work by a master—but did not focus on the systemic nature of power and economic gain. Furthermore, students’ sensemaking about race was limited to naming enslaved people as African Americans without naming the enslavers as whites. These results point to the need for critical inquiries on enslavement in elementary schools that explicitly focus on systemic race/ism and white supremacy. I provide implications to support antiracist teaching about enslavement in K–5 social studies education and teacher education.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"29 - 73"},"PeriodicalIF":2.6,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1927921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696804","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":"Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards","authors":"Leilani Sabzalian, Sarah B. Shear, J. Snyder","doi":"10.1080/00933104.2021.1922322","DOIUrl":"https://doi.org/10.1080/00933104.2021.1922322","url":null,"abstract":"ABSTRACT This article details a national study of U.S. K–12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase Indigenous nationhood in other ways. Additional attention is also given to states that explicitly affirm contemporary Indigenous nationhood and sovereignty within the standards. By examining the ways state standards erase and/or affirm Indigenous nationhood and sovereignty, our hope is to support Indigenous and allied educators in their collective efforts to transform standards in their respective states to more responsibly reflect and support Indigenous nationhood and sovereignty.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"321 - 359"},"PeriodicalIF":2.6,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1922322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44915717","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":"Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class","authors":"B. Wansink, Beatrice de Graaf, Elke Berghuis","doi":"10.1080/00933104.2021.1920523","DOIUrl":"https://doi.org/10.1080/00933104.2021.1920523","url":null,"abstract":"ABSTRACT This article investigates how 12 upper-elementary school teachers dealt with the occurrence of a terrorist attack in their city during school hours and in the immediate aftermath. All teachers were interviewed shortly after the terrorist attack about their goals, dilemmas, and pedagogical strategies employed in the classroom. We found that during the day of the attack the teachers tried to focus on providing both emotional support and adequate information to the pupils. While doing so, the teachers encountered four types of dilemmas: their perceived lack of knowledge concerning the attack and terrorism in general, their worry about increasing fear among pupils by discussing terrorism, the conundrum of balancing the different (and contrasting) perspectives of the pupils, and the lack of clear management support or guidelines issued. The findings are discussed through the lens of a pedagogy for political trauma, and a case is made for expanding this pedagogy with a historicizing approach. Such an approach may provide teachers with a (depoliticized) framework of reference that enables them to help pupils understand and reflect on the upsetting and contested topic of terrorism.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"489 - 509"},"PeriodicalIF":2.6,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1920523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001767","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":"Between aspiration and reality: New materialism and social studies education","authors":"P. Nelson, A. Segall, B. Durham","doi":"10.1080/00933104.2021.1912679","DOIUrl":"https://doi.org/10.1080/00933104.2021.1912679","url":null,"abstract":"ABSTRACT This conceptual article uses new materialism, and its particular focus on material things, as a lens of analysis in social studies education in order to demonstrate alternative ways in which social studies education researchers and teachers might engage in inquiry. Historically, social studies curriculum and teaching have centered human agency and its domination of the material, natural world. However, this article argues that an attendance to things, and to the relational-material entanglements we find ourselves in, might guide us toward a reconsideration of how particular ideals and concepts are (and ought to be) represented in social studies curriculum, teaching, and learning. This article models how social studies analyses of material things in past and current events might take shape, exploring how natural things like Hurricane Maria and COVID-19, as well as human-made things like statues, parks, and textbooks, are both agentic and capable of impacting—diminishing or enhancing—the agency of human beings. We discuss how social studies teachers and teacher educators might enact such a focus in their classrooms, offering examples of how natural and human-made things might be integrated into social studies curriculum and teaching.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"449 - 476"},"PeriodicalIF":2.6,"publicationDate":"2021-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1912679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42251147","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":"“But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society","authors":"A. McCully, Magdalena Weiglhofer, Jessica Bates","doi":"10.1080/00933104.2021.1899090","DOIUrl":"https://doi.org/10.1080/00933104.2021.1899090","url":null,"abstract":"ABSTRACT This article reports on the impact visits to community-based museums in a divided society, Northern Ireland, had on young people’s historical, political, and cultural understanding of the commemorated past. It examines the responses of two student groups, one predominantly Protestant and the other Catholic, to two museums, each presenting its own community’s perspective on one contentious aspect of Derry/Londonderry’s past. Data were collected through observation, focus groups, and semi-structured interviews from students, teachers, and museum staff. In the emotive environments of the two museums, findings indicated that community background remained important in shaping responses, but critical thinking allied to personal engagement with testimony and artifacts, particularly related to the recent, contentious past, was also influential. In one group, the experience was powerful in causing affective disruption, which challenged established positions, but in the other, it largely consolidated existing norms.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"510 - 539"},"PeriodicalIF":2.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1899090","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43776413","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 empathic listening in democratic education","authors":"Molly W. Andolina, Hilary G. Conklin","doi":"10.1080/00933104.2021.1893240","DOIUrl":"https://doi.org/10.1080/00933104.2021.1893240","url":null,"abstract":"ABSTRACT Grounded in theories that establish connections among democratic listening, relational dimensions of citizenship, and civic engagement, this mixed methods case study takes up preliminary findings from prior research and explores processes that allow for empathic listening in democratic education and the outcomes promoted by empathic listening. The case focuses on an action civics curriculum—Project Soapbox—implemented in a demographically diverse exurban high school. Findings highlight how, among both students and adults, listening to Project Soapbox speeches led to greater learning about and valuing of new perspectives, increased empathy, greater understanding across difference, and a deepened sense of connection and trust. The data revealed four inter-related conditions or practices that appeared to promote empathic listening: deliberate community building that surfaced students’ values, the opportunity for all students to speak and be heard, active listening practices, and the willingness to be vulnerable and share personal stories. We propose a theory of empathic listening in democratic education and contend that empathic listening is a civic skill that can and should be taught. Further, we suggest that the humanizing form of empathic listening we describe here is one civic tool that could address the deep inequalities that plague our democracy.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"390 - 417"},"PeriodicalIF":2.6,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1893240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46288718","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":"Encouraging inquiry in the digital age","authors":"B. Kraft","doi":"10.1080/00933104.2021.1890970","DOIUrl":"https://doi.org/10.1080/00933104.2021.1890970","url":null,"abstract":"There is no question that amidst an educational landscape with increasing emphasis on critical thinking and student-driven analysis, there is still substantial work to be done to transition the majority of classrooms in the United States from a regimented, “kill-and-drill” pedagogy to something more inquiry oriented. Waring and Hartshorne’s Conducting Authentic Historical Inquiry: Engaging Learners with SOURCES and Emerging Technologies is a recent contribution to the continued advocacy within the educational academy toward empowerment of student learning within an inquiry-focused classroom. Waring and Hartshorne’s work is practitioneroriented and intended to promote the learning benefits of their SOURCES framework as part of a technology-supported approach to “build[ing] a more complex way of thinking and approaching historical content” (p. ix). In the book’s first half, the authors explain and apply their SOURCES analysis model in conjunction with four curated collections of primary sources. The book’s second half is devoted to identifying and explaining other technology resources that classroom practitioners might find helpful in their efforts to support historical inquiry in their classrooms. As a high school history teacher and PhD candidate who works with preservice social studies teachers, I came to Conducting Authentic Historical Inquiry excited to see where Waring and Hartshorne would join the ongoing conversations in the educational community surrounding inquiry in the contemporary classroom. Informed by my own professional experience, I was interested to see how this book might both inform my own instructional praxis as well as further my work with aspiring teachers as they build their own competencies around student inquiry. The authors situate the utility of a specific pedagogical framework (i.e., SOURCES) as a means for promoting student-driven critical inquiry. Throughout the work, the SOURCES model is featured as a means of encouraging a more in-depth understanding of the past via inquiry. Part I of the work is an extended discussion on defining and applying the various elements of the SOURCES analysis framework to specific historical figures and topics. The acronym is broken down in text as:","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"630 - 633"},"PeriodicalIF":2.6,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1890970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47803573","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}