Pub Date : 2021-08-09DOI: 10.1080/00933104.2021.1947426
Maren Tribukait
ABSTRACT Growing polarization in European societies has changed not only political landscapes but also public debates about the past, which has, in turn, had an impact on the way history is taught and talked about in schools. This article explores how these trends are experienced by history educators across Europe and asks which issues history educators perceive to be controversial and sensitive and how they approach the prejudices they frequently encounter when addressing controversial and sensitive issues. Based on focus group discussions with 33 participants from 25 European countries, the article identifies three different forms of prejudice and describes how the focus group participants tried to undermine nationalism, counter xenophobia and fight anti-Semitism. Interpreted from a practice theory perspective, the examples shared by the focus group participants indicate that teaching strategies from the disciplinary approach “toolbox” can help to undermine nationalist stereotypical thinking if they are fine-tuned to the interests and emotions of the learning group and that history teaching routines shaped by the disciplinary approach need to be interrupted on occasion in order to reflect on and deconstruct xenophobic or anti-Semitic prejudice. Overall, the article argues that history teachers need to be aware of the affective dimension of historical learning, including underlying or open prejudices held by students, in order to support the teaching of democratic education goals such as respect and openness to cultural otherness.
{"title":"Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization","authors":"Maren Tribukait","doi":"10.1080/00933104.2021.1947426","DOIUrl":"https://doi.org/10.1080/00933104.2021.1947426","url":null,"abstract":"ABSTRACT Growing polarization in European societies has changed not only political landscapes but also public debates about the past, which has, in turn, had an impact on the way history is taught and talked about in schools. This article explores how these trends are experienced by history educators across Europe and asks which issues history educators perceive to be controversial and sensitive and how they approach the prejudices they frequently encounter when addressing controversial and sensitive issues. Based on focus group discussions with 33 participants from 25 European countries, the article identifies three different forms of prejudice and describes how the focus group participants tried to undermine nationalism, counter xenophobia and fight anti-Semitism. Interpreted from a practice theory perspective, the examples shared by the focus group participants indicate that teaching strategies from the disciplinary approach “toolbox” can help to undermine nationalist stereotypical thinking if they are fine-tuned to the interests and emotions of the learning group and that history teaching routines shaped by the disciplinary approach need to be interrupted on occasion in order to reflect on and deconstruct xenophobic or anti-Semitic prejudice. Overall, the article argues that history teachers need to be aware of the affective dimension of historical learning, including underlying or open prejudices held by students, in order to support the teaching of democratic education goals such as respect and openness to cultural otherness.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"540 - 569"},"PeriodicalIF":2.6,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45925015","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}
Pub Date : 2021-07-06DOI: 10.1080/00933104.2021.1940511
Ashley Taylor Jaffee, G. Aponte-Safe
and knowledge, and is critical to meeting the needs of migrant youth. Fostering communities, schools, and classrooms to “reimagine the narrative of belonging [and] reclaiming the humanitarian call” to focus on “empathy, solidarity, and a democratizing desire for cultural difference” (pp. 29–30) in school-based curricula is a critical, humanizing endeavor and a necessary move to transform social studies education. This text offers critical historical and contemporary contexts to consider when approaching research in social studies education on immigration, immigrants, refugees, migrants, emergent bilinguals, and children of immigrants.
{"title":"Centering the lives of immigrant and refugee youth: (Re)envisioning narratives of belonging in social studies education","authors":"Ashley Taylor Jaffee, G. Aponte-Safe","doi":"10.1080/00933104.2021.1940511","DOIUrl":"https://doi.org/10.1080/00933104.2021.1940511","url":null,"abstract":"and knowledge, and is critical to meeting the needs of migrant youth. Fostering communities, schools, and classrooms to “reimagine the narrative of belonging [and] reclaiming the humanitarian call” to focus on “empathy, solidarity, and a democratizing desire for cultural difference” (pp. 29–30) in school-based curricula is a critical, humanizing endeavor and a necessary move to transform social studies education. This text offers critical historical and contemporary contexts to consider when approaching research in social studies education on immigration, immigrants, refugees, migrants, emergent bilinguals, and children of immigrants.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"330 - 334"},"PeriodicalIF":2.6,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1940511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44770617","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}
Pub Date : 2021-07-03DOI: 10.1080/00933104.2021.1933665
M. Hlavacik, Daniel G. Krutka
ABSTRACT Scholars of citizenship education have long regarded deliberation as the default framework for democratic discussion in the classroom and beyond. Turning to the history and theory of rhetoric, we question why the deliberative model of the Athenian assembly has been developed for social studies pedagogy without including the litigative discourse of the Athenian courts. In response, we offer civic litigation, a discursive framework that recasts public controversies from a pro vs. con to an accusation vs. defense format. By examining the role of civic litigation in a historical case study from the 1960s Black civil rights movement, along with three inquiry-based lessons concerning contemporary controversies, we argue that civic litigation plays a crucial role in the effort to make inquiry-based instruction critical when it addresses issues of injustice.
{"title":"Deliberation can wait: How civic litigation makes inquiry critical","authors":"M. Hlavacik, Daniel G. Krutka","doi":"10.1080/00933104.2021.1933665","DOIUrl":"https://doi.org/10.1080/00933104.2021.1933665","url":null,"abstract":"ABSTRACT Scholars of citizenship education have long regarded deliberation as the default framework for democratic discussion in the classroom and beyond. Turning to the history and theory of rhetoric, we question why the deliberative model of the Athenian assembly has been developed for social studies pedagogy without including the litigative discourse of the Athenian courts. In response, we offer civic litigation, a discursive framework that recasts public controversies from a pro vs. con to an accusation vs. defense format. By examining the role of civic litigation in a historical case study from the 1960s Black civil rights movement, along with three inquiry-based lessons concerning contemporary controversies, we argue that civic litigation plays a crucial role in the effort to make inquiry-based instruction critical when it addresses issues of injustice.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"418 - 448"},"PeriodicalIF":2.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1933665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47988681","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}
Pub Date : 2021-06-22DOI: 10.1080/00933104.2021.1938929
Erin A. Bronstein
{"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}
Pub Date : 2021-06-22DOI: 10.1080/00933104.2021.1934807
Jasmin Patrón-Vargas
{"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}
Pub Date : 2021-06-22DOI: 10.1080/00933104.2021.1941616
Alan S. Marcus
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...
{"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}
Pub Date : 2021-06-11DOI: 10.1080/00933104.2021.1927921
Ryan E. Hughes
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.
{"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}
Pub Date : 2021-06-04DOI: 10.1080/00933104.2021.1927221
Tejvir Grewall, W. Toledo
{"title":"Design-based research: The importance of inquiry, collaboration, and innovation in social studies education","authors":"Tejvir Grewall, W. Toledo","doi":"10.1080/00933104.2021.1927221","DOIUrl":"https://doi.org/10.1080/00933104.2021.1927221","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"167 - 171"},"PeriodicalIF":2.6,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00933104.2021.1927221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48268236","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}
Pub Date : 2021-06-02DOI: 10.1080/00933104.2021.1922322
Leilani Sabzalian, Sarah B. Shear, J. Snyder
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.
{"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}
Pub Date : 2021-05-04DOI: 10.1080/00933104.2021.1920523
B. Wansink, Beatrice de Graaf, Elke Berghuis
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.
{"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}
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