Pub Date : 2021-09-07DOI: 10.1108/ssrp-08-2020-0034
Jacquelynn S. Popp, Joshua E. Montgomery, J. Hoard, Cynthia H. Brock
PurposeThe purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.Design/methodology/approachThe authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).FindingsThe guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.Originality/valueThe authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.
{"title":"Transforming social studies curriculum to integrate a social justice framework","authors":"Jacquelynn S. Popp, Joshua E. Montgomery, J. Hoard, Cynthia H. Brock","doi":"10.1108/ssrp-08-2020-0034","DOIUrl":"https://doi.org/10.1108/ssrp-08-2020-0034","url":null,"abstract":"PurposeThe purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.Design/methodology/approachThe authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).FindingsThe guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.Originality/valueThe authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129714208","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 : 2021-08-30DOI: 10.1108/ssrp-11-2020-0049
Emma Mecham, E. J. Newell, Shannon Rhodes, Laura J. Reina, Darren Parry
PurposeUsing integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.Design/methodology/approachThis article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.FindingsThese fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the author
目的利用整合的、建构主义的、探究性的课程体验，扩大学生对历史思维的理解，并接触到犹他州历史的本土视角，本文旨在分析犹他州四年级社会研究课程教学的思考和实践。作为一个由研究人员、教师和管理人员组成的团队，作者们为这个共同的课程设计项目带来了不同的观点和经验。随着作者反思自己的实践者研究，并作为土著和非土著社区伙伴共同努力，修改一组四年级学生体验课程的方式，并计划在持续的基础上继续改进思维和实施，理解得到了加强。虽然在当前这个高风险考试、课程狭窄以及在广泛的国家背景和我们自己的本地化背景下持续的殖民叙事的时代，基础社会研究教育存在重大障碍，但作者发现，如果仔细规划、构建和实施，社会研究课程可以成为学生和教师去殖民化和成长的空间。这篇文章代表了一个由教师、管理人员和研究人员组成的团队的努力:D，一位致力于分享肖肖尼族西北部落历史的议员和历史学家;S，在玛丽白求恩小学(MBES)教四年级的十一年级教师;E, MBES体验式学习和技术总监;L是MBES的副校长，EL是邻近教育学院的教员。在这些互补的角色中工作，两位作者都认识到有机会建立一套更强大的课程经验，用于教授四年级社会研究的州标准，特别关注在作者共享的地点，玛丽白求恩小学，一所K-6公立特许学校，与教育学院合作办学，在山间西部一个不断增长的大学城(人口51,000)。犹他州历史的复杂性嵌入在MBES周围的景观中，并不总是我们四年级课程中充分发展的一部分。认识到这一点，作者们聚集在一起，为学生们开发了一个更强大的适合年龄的课程体验，突出了个人和文化叙事的复杂性。除了专门针对犹他州核心四年级标准(犹他州教育网络，2019年)的较小部分课堂教学外，作者还将课程改进工作重点放在四个特定的长时间教学上。这些四年级学生以历史学家的身份阅读、语境化和解释他们遇到的主要原始文献;他们既欣赏作者的观点，也质疑作者的观点。我们相信，学生更有可能继续像历史学家一样思考，因为他们是其他历史叙事的“批判性消费者”(Moore and Clark, 2004, p. 22)。这种思考和行动的能力，关注多个观点和观点，权力和反故事，培养了更多的善解人意的人。虽然作者重视学生在智力严格的任务中取得成功和学习内容的能力，但最终这种特质是教授学生历史的最重要目标。研究局限/启示作者认识到主要在非土著空间和社会研究话语中运作;通过课程的努力，作者可以通过多种方式造成伤害。在此过程中，作者发现了未来需要改进的地方，批判性地检查了作者的工作。当作者展望未来的规划时，有几个问题被确定为作者希望关注的下一个空间，以改善MBES四年级学生的犹他研究课程体验。这是一个有待进一步探索的领域。实际意义这一套精确的第一手资料、实地经验和评估并不适合其他在资源、空间和时间上存在差异的教室。这组作者希望它将成为一个例子，说明教师如何创建课程，解决目前社会研究教学中关于土著人民的不足。学生并不是课程开发和实施变化的唯一受益者;作为一个团队，作者也从中受益。这次经历巩固了我们作为课堂决策者的自我认知。
{"title":"Accurate, age-appropriate and sensitive: reconsidering how to teach the Utah Studies fourth grade social studies core","authors":"Emma Mecham, E. J. Newell, Shannon Rhodes, Laura J. Reina, Darren Parry","doi":"10.1108/ssrp-11-2020-0049","DOIUrl":"https://doi.org/10.1108/ssrp-11-2020-0049","url":null,"abstract":"PurposeUsing integrated, constructivist and inquiry-based curricular experiences to expand student understanding of historical thinking and exposure to Native perspectives on Utah history, this paper aims to analyze the thinking and practice of teaching the Utah fourth grade social studies curriculum. As a team of researchers, teachers and administrators, the authors brought differing perspectives and experience to this shared project of curriculum design. The understanding was enhanced as the authors reflected on authors' own practitioner research and worked together as Native and non-Native community partners to revise the ways one group of fourth grade students experienced the curriculum, with plans to continue improving the thinking and implementation on an ongoing basis. While significant barriers to elementary social studies education exist in the current era of high-stakes testing, curriculum narrowing and continuing narratives of colonization in both the broad national context and our own localized context, the authors found that social studies curriculum can be a space for decolonization and growth for students and teachers alike when carefully planned, constructed and implemented.Design/methodology/approachThis article represents an effort by a team of teachers, administrators and researchers: D, a councilman and historian dedicated to sharing the history of the Northwestern Band of the Shoshone Nation; S, an eleventh-year teacher, teaching fourth grade at Mary Bethune Elementary School (MBES); E, the director of experiential learning and technology at MBES; L, the MBES vice principal and EL, a faculty member in the adjacent college of education. Working in these complementary roles, each authors recognized an opportunity to build a more robust set of curricular experiences for teaching the state standards for fourth grade social studies, with particular attention to a more inclusive set of narratives of Utah's history at the authors' shared site, Mary Bethune Elementary School, a K-6 public charter school that operates in partnership with the College of Education in a growing college town (population 51,000) in the Intermountain west. The complexity of Utah history embedded within the landscape that surrounds MBES has not always been a fully developed part of our fourth grade curriculum. Recognizing this, the authors came together to develop a more robust age-appropriate curricular experience for students that highlights the complexity of the individual and cultural narratives. In addition to smaller segments of classroom instruction devoted to the Utah Core fourth grade standards (Utah Education Network, 2019) that focus particularly on the history of Utah, the authors focused the curriculum improvement efforts on four specific lengthy spans of instruction.FindingsThese fourth-grade students read, contextualized and interpreted the primary source documents they encountered as historians; they both appreciated and challenged the author","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125933134","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 : 2021-08-30DOI: 10.1108/ssrp-05-2021-0010
O. M. Odebiyi
PurposeThe purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.Design/methodology/approachThis study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.FindingsThe results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.Originality/valueThe study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.
{"title":"K-5 social studies content standards: investigating critical thinking for informed action","authors":"O. M. Odebiyi","doi":"10.1108/ssrp-05-2021-0010","DOIUrl":"https://doi.org/10.1108/ssrp-05-2021-0010","url":null,"abstract":"PurposeThe purpose of this study is to explore the dynamics of critical thinking for informed action within the frame of six sample US states’ Kindergarten-5 social studies content standards.Design/methodology/approachThis study used quantitative content analysis. In addition to describing how the states’ standards present critical thinking for informed action, four variables were included: the enrollment weight of the states, textbook adoption status to advance standards, summative test status for social studies and grade levels.FindingsThe results indicate complex variations in context-based critical thinking levels are required by the sample states’ content standards with an extensive orientation toward superficial contextual thinking.Originality/valueThe study provides a new lens with which to make sense of students’ context-based critical thinking, as it relates to the expectations found in standards. It discusses the implications of the states’ K-5 standards on engaging students in critical thinking.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"37 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130471065","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 : 2021-08-16DOI: 10.1108/ssrp-06-2020-0027
Hanadi Shatara
PurposeThe purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice.Design/methodology/approachThis qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching.FindingsThe findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and marginalization of non-Western people influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history.Originality/valueThis study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.
{"title":"Justice-oriented global education within three world history teachers' worldviews and practice","authors":"Hanadi Shatara","doi":"10.1108/ssrp-06-2020-0027","DOIUrl":"https://doi.org/10.1108/ssrp-06-2020-0027","url":null,"abstract":"PurposeThe purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice.Design/methodology/approachThis qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching.FindingsThe findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and marginalization of non-Western people influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history.Originality/valueThis study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125959066","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 : 2020-12-14DOI: 10.1108/ssrp-06-2020-0022
Meghan McGlinn Manfra, J. A. Greiner
PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.
{"title":"Integrating the C3 Framework in the social studies: an action research study","authors":"Meghan McGlinn Manfra, J. A. Greiner","doi":"10.1108/ssrp-06-2020-0022","DOIUrl":"https://doi.org/10.1108/ssrp-06-2020-0022","url":null,"abstract":"PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124793177","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 : 2020-12-03DOI: 10.1108/ssrp-12-2019-0064
John H. Bickford, Toluwalase Solomon
PurposeThis paper explores the representation of consequential women in history within children's and young adult biographies.Design/methodology/approachThe data pool was established by developing a list of women's names extracted from common textbooks and state social studies curricula. Early-grade (K-4th) and middle-grade (5th-8th) in-print books were selected for juxtaposition because these students have the least prior knowledge and are perhaps most dependent on the text. Two researchers independently engaged in qualitative content analysis research methods, which included open and axial coding.FindingsEarly- and middle-grade biographies aptly established the historical significance of, but largely failed to contextualize, each figure's experiences, accomplishments and contemporaneous tensions. The women were presented as consequential, though their advocacies were not situated within the larger context.Research limitations/implicationsLimitations included a dearth of women featured in both state standards and biographies, limited audience (early and middle grades) and exclusion of out-of-print books. Comparable inquiries into narrative nonfiction, expository texts and historical fiction, which have different emphases than biographies, are areas for future research.Practical implicationsDiscussion focused on the significance of findings for teachers and researchers. Early- and middle-grade teachers are guided to contextualize the selected historical figures using primary and secondary source supplements.Originality/valueNo previous scholarship exists on this particular topic. Comparable inquiries examine trade books' depiction of historical significance, not contextualization of continuity and change.
{"title":"Trade books' contextualization of consequential women's historical significance","authors":"John H. Bickford, Toluwalase Solomon","doi":"10.1108/ssrp-12-2019-0064","DOIUrl":"https://doi.org/10.1108/ssrp-12-2019-0064","url":null,"abstract":"PurposeThis paper explores the representation of consequential women in history within children's and young adult biographies.Design/methodology/approachThe data pool was established by developing a list of women's names extracted from common textbooks and state social studies curricula. Early-grade (K-4th) and middle-grade (5th-8th) in-print books were selected for juxtaposition because these students have the least prior knowledge and are perhaps most dependent on the text. Two researchers independently engaged in qualitative content analysis research methods, which included open and axial coding.FindingsEarly- and middle-grade biographies aptly established the historical significance of, but largely failed to contextualize, each figure's experiences, accomplishments and contemporaneous tensions. The women were presented as consequential, though their advocacies were not situated within the larger context.Research limitations/implicationsLimitations included a dearth of women featured in both state standards and biographies, limited audience (early and middle grades) and exclusion of out-of-print books. Comparable inquiries into narrative nonfiction, expository texts and historical fiction, which have different emphases than biographies, are areas for future research.Practical implicationsDiscussion focused on the significance of findings for teachers and researchers. Early- and middle-grade teachers are guided to contextualize the selected historical figures using primary and secondary source supplements.Originality/valueNo previous scholarship exists on this particular topic. Comparable inquiries examine trade books' depiction of historical significance, not contextualization of continuity and change.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114773047","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 : 2020-06-11DOI: 10.1108/ssrp-04-2020-0014
J. Collette, Suzanne H. Jones
PurposeThis empirical quantitative research study aimed to test whether historical texts could activate empathic concern and perspective taking in a US History classroom with adolescent students.Design/methodology/approachEighth-grade participants (n = 227) were randomly assigned to read either a historical narrative text or a collection of primary documents, then participants self-reported a range of emotions and wrote a paragraph that was assessed for historical perspective taking.FindingsResults indicated that for students randomly assigned to read the narrative text, empathic concern or compassion, was associated with higher historical perspective taking, even after controlling for literacy ability.Research limitations/implicationsAll participants attended a single predominantly. White upper middle class middle school, and read either one narrative text or one collection of primary documents. Findings cannot be generalized to all students or all texts. The study design did not assess for a causal relationship of empathic concern and historical perspective taking.Practical implicationsThis study demonstrates that empathic concern, when activated through a certain narrative text, can be associated with greater achievement on cognitive academic tasks such as writing a paragraph assessed for historical perspective taking. Furthermore, this study provides evidence that empathic concern should be a target emotion for students rather than a similar emotional experience as the person they are empathizing with.Originality/valueAdolescents today appear to have lower levels of empathy than in the past. Empathy may be crucial for moral behavior. Research indicates that historical texts could potentially provide effective empathic interventions for adolescents. However, there are no published empirical quantitative research studies related to activating empathy for adolescents through literacy in a history classroom.
{"title":"Empathic concern and perspective taking: a tale from middle school history","authors":"J. Collette, Suzanne H. Jones","doi":"10.1108/ssrp-04-2020-0014","DOIUrl":"https://doi.org/10.1108/ssrp-04-2020-0014","url":null,"abstract":"PurposeThis empirical quantitative research study aimed to test whether historical texts could activate empathic concern and perspective taking in a US History classroom with adolescent students.Design/methodology/approachEighth-grade participants (n = 227) were randomly assigned to read either a historical narrative text or a collection of primary documents, then participants self-reported a range of emotions and wrote a paragraph that was assessed for historical perspective taking.FindingsResults indicated that for students randomly assigned to read the narrative text, empathic concern or compassion, was associated with higher historical perspective taking, even after controlling for literacy ability.Research limitations/implicationsAll participants attended a single predominantly. White upper middle class middle school, and read either one narrative text or one collection of primary documents. Findings cannot be generalized to all students or all texts. The study design did not assess for a causal relationship of empathic concern and historical perspective taking.Practical implicationsThis study demonstrates that empathic concern, when activated through a certain narrative text, can be associated with greater achievement on cognitive academic tasks such as writing a paragraph assessed for historical perspective taking. Furthermore, this study provides evidence that empathic concern should be a target emotion for students rather than a similar emotional experience as the person they are empathizing with.Originality/valueAdolescents today appear to have lower levels of empathy than in the past. Empathy may be crucial for moral behavior. Research indicates that historical texts could potentially provide effective empathic interventions for adolescents. However, there are no published empirical quantitative research studies related to activating empathy for adolescents through literacy in a history classroom.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123162192","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 : 2019-11-18DOI: 10.1108/ssrp-01-2019-0004
Janie Hubbard
Purpose Dorothea Lange was one of the first US documentary photographers, and she was empowered by the belief that seeing the effects of injustice, in photographs, could elicit social and political reform. She famously documented the plight of Dust Bowl migrants during the US. Great Depression and harsh difficulties endured by incarcerated Japanese Americans during the Second World War. Lange’s photographs brought suppressed issues of class and race to the surface, depicting those impacted by national tragedies into recognizable, honorable, determined individuals. By showing Americans how suffering and injustice look in real life, she stimulated empathy and compassion. This inquiry is not particularly about the Great Depression or Japanese Internment, though disciplinary concept lessons would certainly support students’ prior knowledge. This lesson focuses students’ attention on broader ideas regarding social justice and how social and political documentary photography transform people’s views about distressing problems, even today. Supporting questions are: How can deep analysis of photographs affect our thoughts and emotions about social issues? What is empathy? How can social documentary photography affect people’s emotions? Supporting questions guide students to answer the greater compelling question, How can visuals, such as photographs, impact social change? The paper aims to discuss these issues. Design/methodology/approach This is an inquiry lesson plan based on a National Council for the Social Studies Notable Trade book for Young People award winner, Dorothea’s Eyes, written by Barb Rosenstock. Findings The paper is a lesson plan, which incorporates students’ analyses of primary sources and other research methods to engage the learner in understanding how Dorothea Lange helped change perspectives regarding the need for social and political reform. Though the story is historic, similar social justice topics still persist, worldwide, today. Originality/value Through inquiry and research, students begin to learn how social and political documentary photography began in the USA, and students create their own social documentaries. Though the US Great Depression and Japanese Internment are highly relevant within this lesson, the overall, greater message is about class, race, suffering and how to inspire empathy.
{"title":"Dorothea Lange","authors":"Janie Hubbard","doi":"10.1108/ssrp-01-2019-0004","DOIUrl":"https://doi.org/10.1108/ssrp-01-2019-0004","url":null,"abstract":"\u0000Purpose\u0000Dorothea Lange was one of the first US documentary photographers, and she was empowered by the belief that seeing the effects of injustice, in photographs, could elicit social and political reform. She famously documented the plight of Dust Bowl migrants during the US. Great Depression and harsh difficulties endured by incarcerated Japanese Americans during the Second World War. Lange’s photographs brought suppressed issues of class and race to the surface, depicting those impacted by national tragedies into recognizable, honorable, determined individuals. By showing Americans how suffering and injustice look in real life, she stimulated empathy and compassion. This inquiry is not particularly about the Great Depression or Japanese Internment, though disciplinary concept lessons would certainly support students’ prior knowledge. This lesson focuses students’ attention on broader ideas regarding social justice and how social and political documentary photography transform people’s views about distressing problems, even today. Supporting questions are: How can deep analysis of photographs affect our thoughts and emotions about social issues? What is empathy? How can social documentary photography affect people’s emotions? Supporting questions guide students to answer the greater compelling question, How can visuals, such as photographs, impact social change? The paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000This is an inquiry lesson plan based on a National Council for the Social Studies Notable Trade book for Young People award winner, Dorothea’s Eyes, written by Barb Rosenstock.\u0000\u0000\u0000Findings\u0000The paper is a lesson plan, which incorporates students’ analyses of primary sources and other research methods to engage the learner in understanding how Dorothea Lange helped change perspectives regarding the need for social and political reform. Though the story is historic, similar social justice topics still persist, worldwide, today.\u0000\u0000\u0000Originality/value\u0000Through inquiry and research, students begin to learn how social and political documentary photography began in the USA, and students create their own social documentaries. Though the US Great Depression and Japanese Internment are highly relevant within this lesson, the overall, greater message is about class, race, suffering and how to inspire empathy.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114264541","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 : 2019-09-09DOI: 10.1108/ssrp-05-2019-0030
Colton T. Ames
Purpose The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust discussions of religion and its implications for equity and justice in K-12 classrooms. Design/methodology/approach This piece was adapted from the religion unit that the author designed for the multicultural education course, and is the combination of the author’s expertise in religious studies, and curriculum and instruction. Findings As a practice piece, this paper is meant to start discussions and reflections for teacher educators as to how we can better address religion when discussing multicultural education, and the implications of equity, diversity and social justice in the classroom. Originality/value The author hopes that this piece will contribute to a growing field of literature on how to foster discussions of religion in teacher education and K-12 classrooms. As a former religious studies educator, the author hopes to offer a perspective that combines the fields of curriculum and religious studies to create a more robust relationship that will foster democratic and civic engagement.
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Pub Date : 2019-09-09DOI: 10.1108/SSRP-05-2019-0032
Sarah Brooks
Purpose The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course? Design/methodology/approach This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship. Findings Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion. Originality/value This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.
{"title":"Secondary teacher candidates’ experiences teaching about religion within a history curriculum","authors":"Sarah Brooks","doi":"10.1108/SSRP-05-2019-0032","DOIUrl":"https://doi.org/10.1108/SSRP-05-2019-0032","url":null,"abstract":"\u0000Purpose\u0000The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course?\u0000\u0000\u0000Design/methodology/approach\u0000This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship.\u0000\u0000\u0000Findings\u0000Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion.\u0000\u0000\u0000Originality/value\u0000This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128740982","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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