Pub Date : 2024-07-19DOI: 10.1108/ssrp-01-2024-0006
Timothy P. Monreal, Matthew R. Deroo, Brianne Pitts
PurposeThe purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.Design/methodology/approachThe paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.FindingsThe paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.Practical implicationsThe paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.Originality/valueThis has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.
{"title":"Where we are: reflecting on our use of critical mapping practices for spatial justice in teacher education","authors":"Timothy P. Monreal, Matthew R. Deroo, Brianne Pitts","doi":"10.1108/ssrp-01-2024-0006","DOIUrl":"https://doi.org/10.1108/ssrp-01-2024-0006","url":null,"abstract":"PurposeThe purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.Design/methodology/approachThe paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.FindingsThe paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.Practical implicationsThe paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.Originality/valueThis has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"103 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1108/ssrp-12-2023-0072
Annaly Babb-Guerra
PurposeCivic education in the US has historically centered the nation-state. This is often disempowering for marginalized students who exist outside the national narrative and political sphere.Design/methodology/approachThis year-long ethnographic study considers what counts as civic education in the US Virgin Islands, a territory of the US. This paper draws on critical theory and critical pedagogy to understand ways teachers in a politically and culturally marginalized space can reimagine civic education. Classroom observations, interviews and curriculum content analysis are used as data.FindingsThe findings suggest that teachers centered the local by surfacing the unjust political relationship between the US and its territories and incorporating local history, civic engagement, resistance and culture to politically empower their students.Originality/valueThis research will contribute a deeper understanding of the possibilities for civic education to be empowering for those who are marginalized and often excluded from the national political arena.
{"title":"“Is it a civics lesson?”: centering the local to encourage political engagement","authors":"Annaly Babb-Guerra","doi":"10.1108/ssrp-12-2023-0072","DOIUrl":"https://doi.org/10.1108/ssrp-12-2023-0072","url":null,"abstract":"PurposeCivic education in the US has historically centered the nation-state. This is often disempowering for marginalized students who exist outside the national narrative and political sphere.Design/methodology/approachThis year-long ethnographic study considers what counts as civic education in the US Virgin Islands, a territory of the US. This paper draws on critical theory and critical pedagogy to understand ways teachers in a politically and culturally marginalized space can reimagine civic education. Classroom observations, interviews and curriculum content analysis are used as data.FindingsThe findings suggest that teachers centered the local by surfacing the unjust political relationship between the US and its territories and incorporating local history, civic engagement, resistance and culture to politically empower their students.Originality/valueThis research will contribute a deeper understanding of the possibilities for civic education to be empowering for those who are marginalized and often excluded from the national political arena.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"115 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1108/ssrp-03-2024-0016
J. C. Eargle, Michael Mewborne
PurposeIn this article, the authors – a social studies methods professor and geography research associate – make the case for considering the integration of Holocaust geographies into the middle and secondary curriculum, potential challenges that teachers may have in teaching Holocaust geographies are addressed.Design/methodology/approachUsing an experience in delivering professional development on Holocaust geographies to teachers to frame the discourse within the article, the authors contend that a study of Holocaust geographies tests geography as a discipline, addresses current problems and supports student inquiry. Therefore, the inclusion of the Holocaust in the geography curriculum is both needed and valuable.FindingsExamining the Holocaust spatially using geographical skills moves students away from the potential limits of studying the Holocaust temporally using only historical skills. Thus, the distance between past and present, although not ignored, is narrowed through the inquiry into spatial patterns and characteristics, providing the potential to bring greater focus on present-day antisemitism, persecution, genocide and authoritarianism.Originality/valueEducators are encouraged to take up work that intersects the civic goals of both geography and Holocaust education, yet literature on these intersections is sparse. We call upon Holocaust education and geography education organizations to develop and provide support for teachers around Holocaust geographies.
{"title":"On teaching Holocaust geographies: supporting inquiry into space, persecution and civic action","authors":"J. C. Eargle, Michael Mewborne","doi":"10.1108/ssrp-03-2024-0016","DOIUrl":"https://doi.org/10.1108/ssrp-03-2024-0016","url":null,"abstract":"PurposeIn this article, the authors – a social studies methods professor and geography research associate – make the case for considering the integration of Holocaust geographies into the middle and secondary curriculum, potential challenges that teachers may have in teaching Holocaust geographies are addressed.Design/methodology/approachUsing an experience in delivering professional development on Holocaust geographies to teachers to frame the discourse within the article, the authors contend that a study of Holocaust geographies tests geography as a discipline, addresses current problems and supports student inquiry. Therefore, the inclusion of the Holocaust in the geography curriculum is both needed and valuable.FindingsExamining the Holocaust spatially using geographical skills moves students away from the potential limits of studying the Holocaust temporally using only historical skills. Thus, the distance between past and present, although not ignored, is narrowed through the inquiry into spatial patterns and characteristics, providing the potential to bring greater focus on present-day antisemitism, persecution, genocide and authoritarianism.Originality/valueEducators are encouraged to take up work that intersects the civic goals of both geography and Holocaust education, yet literature on these intersections is sparse. We call upon Holocaust education and geography education organizations to develop and provide support for teachers around Holocaust geographies.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"25 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141660716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-04DOI: 10.1108/ssrp-01-2024-0005
Muffet Trout
PurposeThis paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis.Design/methodology/approachThe teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings.FindingsThrough experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis.Originality/valueThis research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis.
{"title":"Learning about place from Indigenous Elders: self-study in social studies education","authors":"Muffet Trout","doi":"10.1108/ssrp-01-2024-0005","DOIUrl":"https://doi.org/10.1108/ssrp-01-2024-0005","url":null,"abstract":"PurposeThis paper explores the effects of land education on the practice of a White social studies teacher educator who wanted to teach about the ecological crisis.Design/methodology/approachThe teacher educator used self-study methodology to analyze her experiences with local Indigenous leaders when she was a high school social studies teacher and currently as a social studies methods professor. Data sources included journals, field notes, course-related materials, and formal writings.FindingsThrough experiences, Indigenous leaders helped the teacher educator identify contrasting cultural paradigms to broaden her understanding of where she lives. This learning enabled the teacher educator to use the two paradigms in her teaching about place and the ecological crisis.Originality/valueThis research shows inner work that can position teacher educators to understand the value of Indigenous wisdom regarding place when teaching about the ecological crisis.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":" 58","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141680319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1108/ssrp-05-2024-087
Scott L. Roberts, Starlynn Nance, Nancy Sardone, Sarah Jane Kaka
{"title":"Themed editorial: Social studies research and practice special issue: effective use of films in the social studies classroom","authors":"Scott L. Roberts, Starlynn Nance, Nancy Sardone, Sarah Jane Kaka","doi":"10.1108/ssrp-05-2024-087","DOIUrl":"https://doi.org/10.1108/ssrp-05-2024-087","url":null,"abstract":"","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"18 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1108/ssrp-03-2024-0012
Mathew Baker, Michael Lee Joseph
PurposeExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.Design/methodology/approachCritical qualitative case study.FindingsDiffering conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.Originality/valueExamine how a core practice is bolstering the practice-theory connection in teacher education.
{"title":"Developing core practices of social studies preservice teachers through critical historical inquiry","authors":"Mathew Baker, Michael Lee Joseph","doi":"10.1108/ssrp-03-2024-0012","DOIUrl":"https://doi.org/10.1108/ssrp-03-2024-0012","url":null,"abstract":"PurposeExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.Design/methodology/approachCritical qualitative case study.FindingsDiffering conceptual understandings and had trouble infusing their practice with the critical theory learned in the university.Originality/valueExamine how a core practice is bolstering the practice-theory connection in teacher education.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"23 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141117838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1108/ssrp-10-2023-0057
A. M. Yonas
PurposeThe purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.Design/methodology/approachI participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.FindingsThe findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.Originality/valueThis study is not under review with another journal.
{"title":"“Only memories:” place-based holocaust education in contemporary Poland","authors":"A. M. Yonas","doi":"10.1108/ssrp-10-2023-0057","DOIUrl":"https://doi.org/10.1108/ssrp-10-2023-0057","url":null,"abstract":"PurposeThe purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum locations, including implications for history teachers, teacher educators and visitors to Holocaust museums.Design/methodology/approachI participated in a ten-day professional development seminar designed for American teachers to visit Poland. To allow for self-study after the trip, I maintained a reflexive journal and photographic records of each day I was in Poland. I analyze these data in conjunction with publicly available data from the museums and historical sites I visited in Poland.FindingsThe findings suggest that teachers can face many challenges when learning in a land of traumatic absences. Many challenges stem from the absences of buildings and survivors, as those may be integral to place-based learning. Testimonies and first-person accounts may ameliorate these challenges for teachers engaging in place-based learning. Additionally, teachers may use these accounts to bring a pedagogy of remembrance from Poland to their classrooms.Originality/valueThis study is not under review with another journal.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"15 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.1108/ssrp-10-2023-0060
Katherine Perrotta, Katlynn Cross
PurposeWe examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.Design/methodology/approachQualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.FindingsStudents responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.Originality/valueDocumenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.
{"title":"Promoting historical empathy with a local history research project about the pandemic","authors":"Katherine Perrotta, Katlynn Cross","doi":"10.1108/ssrp-10-2023-0060","DOIUrl":"https://doi.org/10.1108/ssrp-10-2023-0060","url":null,"abstract":"PurposeWe examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.Design/methodology/approachQualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.FindingsStudents responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.Originality/valueDocumenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"20 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140981558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-03DOI: 10.1108/ssrp-10-2023-0058
Matt Dingler
PurposeScholarship on America’s K-12 economics curriculum reveals an inattention to many harmful economic realities, specifically wealth inequality. Critics of the present curriculum posit that its emphasis on out-dated concepts and models ignores crucial elements of reality that impact economic interaction and identities. In response to the dominant economic paradigm and methods, this practitioner-focused paper discusses an economically pluralist, pedagogically critical approach to interrogating destructive economic realities. It details how three social studies classroom simulations based on the board game Monopoly may be integrated with certain informational texts to explore economic factors that contribute to America’s unique form of wealth inequality.Design/methodology/approachThis paper describes wealth inequality in America and rationalizes the need to make this social problem a focus of study in the secondary social studies classroom. First, I survey the present curricular apparatus of K-12 economics education and then argue for a pluralist approach that expands the curriculum’s dominant neoclassical paradigm. Connecting economic pluralism to critical citizen education, I draw upon emerging critical economic citizen education scholarship to explain attendant pedagogical and instructional approaches. The described lesson builds upon a tradition of Monopoly simulations, is rooted in critical citizen education pedagogy and aligns with Soroko’s (2023) critical economic literacy framework.FindingsThis paper progresses the curricular movement of economic pluralism through its critique of America’s current K-12 economics curriculum that does not focus on immediate, lived social problems. It further defines critical economics, citizenship and pedagogy, then details an instructional practice that employs critical disciplinary tools to investigate contributing factors of American wealth inequality.Originality/valueThis paper contributes to the growing field of pluralist economic perspectives and pedagogies. Specifically, it enriches understanding of critical economics citizenship education by further defining attendant pedagogy and explaining Monopoly as an instructional tool for critical economics citizen education. Previous works have discussed Monopoly’s utility for teaching various concepts within the social studies disciplines. This simulation lesson is unique in its instructional approach that merges simulation experiences with certain informational texts to cultivate critical economic knowledge of American wealth inequality and critical economic skills for critiquing and transforming oppressive economic realities.
{"title":"Bootstraps, redlines and wage-theft: using Monopoly to critically examine American wealth inequality","authors":"Matt Dingler","doi":"10.1108/ssrp-10-2023-0058","DOIUrl":"https://doi.org/10.1108/ssrp-10-2023-0058","url":null,"abstract":"PurposeScholarship on America’s K-12 economics curriculum reveals an inattention to many harmful economic realities, specifically wealth inequality. Critics of the present curriculum posit that its emphasis on out-dated concepts and models ignores crucial elements of reality that impact economic interaction and identities. In response to the dominant economic paradigm and methods, this practitioner-focused paper discusses an economically pluralist, pedagogically critical approach to interrogating destructive economic realities. It details how three social studies classroom simulations based on the board game Monopoly may be integrated with certain informational texts to explore economic factors that contribute to America’s unique form of wealth inequality.Design/methodology/approachThis paper describes wealth inequality in America and rationalizes the need to make this social problem a focus of study in the secondary social studies classroom. First, I survey the present curricular apparatus of K-12 economics education and then argue for a pluralist approach that expands the curriculum’s dominant neoclassical paradigm. Connecting economic pluralism to critical citizen education, I draw upon emerging critical economic citizen education scholarship to explain attendant pedagogical and instructional approaches. The described lesson builds upon a tradition of Monopoly simulations, is rooted in critical citizen education pedagogy and aligns with Soroko’s (2023) critical economic literacy framework.FindingsThis paper progresses the curricular movement of economic pluralism through its critique of America’s current K-12 economics curriculum that does not focus on immediate, lived social problems. It further defines critical economics, citizenship and pedagogy, then details an instructional practice that employs critical disciplinary tools to investigate contributing factors of American wealth inequality.Originality/valueThis paper contributes to the growing field of pluralist economic perspectives and pedagogies. Specifically, it enriches understanding of critical economics citizenship education by further defining attendant pedagogy and explaining Monopoly as an instructional tool for critical economics citizen education. Previous works have discussed Monopoly’s utility for teaching various concepts within the social studies disciplines. This simulation lesson is unique in its instructional approach that merges simulation experiences with certain informational texts to cultivate critical economic knowledge of American wealth inequality and critical economic skills for critiquing and transforming oppressive economic realities.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"32 125","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1108/ssrp-12-2023-0070
Peter C. Olson
PurposeThis article aims to help educators provide a holistic view of the LGBTQ community by highlighting children’s books that include non-parental LGBTQ characters.Design/methodology/approachThe author selected over 80 children’s books honored by the American Library Association’s Rainbow Book List. Twenty-two books were analyzed that contain examples of LGBTQ adults existing beyond the homonormative nuclear family, e.g. two same-sex parents raising children.FindingsThe author discusses various ways of living represented in these books, such as chosen families, extended families, romantic partnerships and singlehood.Originality/valueWith the increased number of high-quality LGBTQ-inclusive children’s books published in the past decade, this study provides the foundation for educators to select various texts that reveal diverse representations of LGBTQ individuals.
{"title":"Queer representation in children’s books beyond two moms or two dads","authors":"Peter C. Olson","doi":"10.1108/ssrp-12-2023-0070","DOIUrl":"https://doi.org/10.1108/ssrp-12-2023-0070","url":null,"abstract":"PurposeThis article aims to help educators provide a holistic view of the LGBTQ community by highlighting children’s books that include non-parental LGBTQ characters.Design/methodology/approachThe author selected over 80 children’s books honored by the American Library Association’s Rainbow Book List. Twenty-two books were analyzed that contain examples of LGBTQ adults existing beyond the homonormative nuclear family, e.g. two same-sex parents raising children.FindingsThe author discusses various ways of living represented in these books, such as chosen families, extended families, romantic partnerships and singlehood.Originality/valueWith the increased number of high-quality LGBTQ-inclusive children’s books published in the past decade, this study provides the foundation for educators to select various texts that reveal diverse representations of LGBTQ individuals.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"67 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141018041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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