Pub Date : 2023-12-21DOI: 10.1080/00933104.2023.2269832
Published in Theory & Research in Social Education (Vol. 51, No. 4, 2023)
发表于《社会教育理论与研究》（第 51 卷第 4 期，2023 年）
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Pub Date : 2023-12-13DOI: 10.1080/00933104.2023.2284131
Kimberly Edmondson
Published in Theory & Research in Social Education (Ahead of Print, 2023)
发表于《社会教育理论与研究》（2023 年提前出版）
{"title":"Toward becoming: social studies as indeterminate and infinite possibilities","authors":"Kimberly Edmondson","doi":"10.1080/00933104.2023.2284131","DOIUrl":"https://doi.org/10.1080/00933104.2023.2284131","url":null,"abstract":"Published in Theory & Research in Social Education (Ahead of Print, 2023)","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138692561","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 : 2023-12-04DOI: 10.1080/00933104.2023.2289821
James E. Schul
Published in Theory & Research in Social Education (Ahead of Print, 2023)
发表于《社会教育理论与研究》（2023 年提前出版）
{"title":"Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion","authors":"James E. Schul","doi":"10.1080/00933104.2023.2289821","DOIUrl":"https://doi.org/10.1080/00933104.2023.2289821","url":null,"abstract":"Published in Theory & Research in Social Education (Ahead of Print, 2023)","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138692653","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 : 2023-12-04DOI: 10.1080/00933104.2023.2279157
Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill, Alexandre Lalonde
From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, histo...
从社会文化的角度来看，历史共情强调重建理解历史人物行为和生活经历所需的视角和经验。然而,大…
{"title":"Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application","authors":"Jason L. Endacott, Jacob Warren, Kathryn Hackett-Hill, Alexandre Lalonde","doi":"10.1080/00933104.2023.2279157","DOIUrl":"https://doi.org/10.1080/00933104.2023.2279157","url":null,"abstract":"From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, histo...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494115","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 : 2023-12-04DOI: 10.1080/00933104.2023.2277438
Christine Woyshner
Historians of social studies and race have focused overwhelmingly on formal educational settings, textbooks, and curriculum, thereby overlooking the informal educational spaces valued by African Am...
{"title":"Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959","authors":"Christine Woyshner","doi":"10.1080/00933104.2023.2277438","DOIUrl":"https://doi.org/10.1080/00933104.2023.2277438","url":null,"abstract":"Historians of social studies and race have focused overwhelmingly on formal educational settings, textbooks, and curriculum, thereby overlooking the informal educational spaces valued by African Am...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138493898","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 : 2023-11-02DOI: 10.1080/00933104.2023.2261888
Patrick Keegan
ABSTRACTEmotion plays an important role in how young people acquire the skills, knowledge, and dispositions of engaged citizenship, including being able to empathize, listen to multiple perspectives, and build relationships of solidarity with others. This study investigated how social emotional learning (SEL) standards in 17 U.S. states guided the preparation of youth for affective citizenship. The concept of affective citizenship was used to analyze how SEL standards encourage youth to feel about their fellow citizens, how public behaviors or attitudes are managed, and how emotions can fuel civic engagement to address problems of social injustice. Findings indicated that SEL standards conceptualize emotions as individualized experience, teach students to resolve conflicts through civility and cooperation, and favor individual responses to injustice. Implications are discussed for how to leverage SEL standards alongside social studies content standards to promote justice-oriented affective citizenship in the current socio-political climate.KEYWORDS: Affectcitizenshipcivic educationsocial emotional learning Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Conference session topics and speakers included “Nurturing Young People’s Critical Consciousness to Thrive in and Transform the World” on how young people could take civic action to address social inequities and a conversation between SEL and civics researchers, Dr. Robert Jagers and Dr. Joseph Kahne, on the relationship between SEL and civics.
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Pub Date : 2023-09-28DOI: 10.1080/00933104.2023.2258087
Bretton A. Varga, Erin C. Adams
ABSTRACTSocial studies education (SSE) commonly uses copying pedagogies (e.g., simulations) to help students develop a deeper understanding of self, others, curriculum, and society. This article argues that simulations are eminently mimetic (i.e., a theoretical orientation concerned with understanding the entangled relationships between originals and copies) and abound with overlooked opportunities to engage with double logics that traverse academic disciplines. Primarily, we theorize how mimetic concepts (e.g., protean, pharmakon/Janus-faced) can be capacious in providing needed nuance and texture to simulatory approaches to SSE through the demarcation of two specific mimetic registers within simulation(s): mimicry and imitation. Through these two mimetic gestures, this article calls for a more intra-disciplinary framing of SSE, thus offering an alternative corridor for SSE educators, students, and researchers to consider how simulations are used to make sense of the more-than-human world in both historical and contemporary contexts.KEYWORDS: Copying pedagogiesintra-disciplinarymimesissimulationssocial studies Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. After the allotted time to mine the cookies expired, pre-service teachers were asked to consider: What was your mining strategy? Did you experience any difficulties? How might mining companies experience the same difficulties? How did the “reclaimed land change”? And, what other questions might you ask students?2. We deploy the category more-than-human to describe bodies and entities that are other than human. Taking a cue from Pugliese (Citation2020), our use of more is meant to underscore that such bodies and entities exceed human characteristics yet remain relational with/to human bodies (i.e., our use of hyphens to connect the words). We acknowledge that, historically, SSE has primarily been concerned with the distinctly human world. In an effort to reorientate how teachers, students, and researchers register unfolding pastpresentfuture (Varga, Citation2023) phenomena that extends far beyond the actions, histories, movements, policies, and dealings of people, we view our use of more-than-human as a resistive act meant to hazard humancentric framings of SSE; it is our intention to further normalize the framing more-than-human throughout SSE (and beyond).3. We acknowledge that mimesis has been taken up in different ways by a range of philosophical actors (e.g., Socrates, Friedrich Nietzsche, Philippe Lacoue-Labarthe, Edgar Morin) that extend beyond those thinkers presented in this article/section.4. For more about posthumanism and its possibilities within the context of SSE, we recommend Varga et al. (Citation2023).5. A concept developed by Barad (Citation2007), intra conceptualizes relationships and relationality as being distinctively different from inter. That is, “[i]tra-actions are nonarbitrary, nondeterministic casual enactments through whic
摘要社会研究教育通常采用模仿教学法(如模拟)来帮助学生加深对自我、他人、课程和社会的理解。本文认为，模拟是一种明显的模仿(即，一种关注理解原件和副本之间纠缠关系的理论方向)，并且充满了被忽视的机会，可以参与跨学科的双重逻辑。首先，我们将模拟概念(例如，protean, pharmakon/Janus-faced)如何能够通过在模拟中划分两个特定的模拟寄存器(mimicry和imitation)来为SSE的模拟方法提供所需的细微差别和纹理进行理论化。通过这两种模仿姿态，本文呼吁建立一个更跨学科的SSE框架，从而为SSE教育者、学生和研究人员提供了另一个走廊，以考虑如何在历史和当代背景下使用模拟来理解超越人类的世界。关键词:复制教育学、学科内部、模拟、社会研究披露声明作者未报告潜在的利益冲突。在分配的挖掘曲奇的时间结束后，职前教师被要求考虑:你的挖掘策略是什么?你遇到过什么困难吗?矿业公司如何经历同样的困难?“填海土地”是如何变化的?还有，你还会问学生什么问题?我们使用“超越人类”这个类别来描述非人类的身体和实体。从Pugliese (Citation2020)那里得到启示，我们使用more是为了强调这些身体和实体超越了人类的特征，但仍与人类身体保持联系(即，我们使用连字符来连接单词)。我们承认，从历史上看，上交所主要关注的是独特的人类世界。为了重新定位教师、学生和研究人员如何记录展现的过去、现在、未来(Varga, Citation2023)现象，这些现象远远超出了人们的行为、历史、运动、政策和交易，我们认为我们使用“超越人类”的行为是一种抵抗行为，旨在危害以人为本的SSE框架;我们的意图是在整个SSE(及以后)中进一步规范超越人类的框架。我们承认，模仿已经以不同的方式被一系列哲学演员(例如，苏格拉底，弗里德里希·尼采，菲利普·拉库-拉巴尔，埃德加·莫兰)所采用，这些演员超出了本文/部分中介绍的那些思想家。关于后人文主义及其在SSE背景下的可能性，我们推荐Varga等人(Citation2023)。这是Barad (Citation2007)提出的一个概念，内部将关系和关系概念化为与内部截然不同的东西。也就是说，“交易是一种非任意的、非确定的偶然行为，通过这种行为，在形成过程中的物质被迭代地包裹在其持续的差异物化中”(Barad, Citation2007, p. 179)。我们要承认，我们对身体这一类别的使用包括人类、非人类和超越人类的实体。我们理解，纪念碑的类别是不稳定的，因为它涵盖了广泛的纪念实体，包括“在公共场所安装的基座上的雕像，具有政府机构或民间机构的权威;作为过去痕迹的指定的地形、历史标志或建筑遗址;或通过艺术、诗歌、投影或抗议表达的变动性宣言，改变我们看待周围环境和自己的方式”(Farber et al.， Citation2023，第3页)。通过这种方式，我们认为纪念碑是多变的。尽管美国心理协会声明“white”应该大写，但我们决定使用小写w是有意的。考虑到学术写作/出版环境内外普遍存在白人，这一决定从寻求促进正字法平等的SSE学者那里得到了提示(Hawkman等人，Citation2023)。作为作者，我们的写作立场是，文字及其文本外观很重要，我们相信，书写白人是承认和打破以白人为代表的文本权力流动的一小步，但却是必要的一步。在2022年被拆除之前(Treisman, Citation2022)，西奥多·罗斯福的骑马雕像被涂上了红漆，以描绘2017年(Marber, Citation2017)和2021年(Eyewitness News, Citation2021)的暴力和流血事件。尽管它易于使用，但我们认识到教师敦促学生在任务项目中使用方糖的象征意义是非常有问题的。 糖作为一种商品的历史不仅浸淫在定居者殖民主义中，而且糖的生产对经济、社会和文化背景也有着不利的影响(Karnik, Citation2022;Sandiford Citation2004)。。正如我们随处可见的模仿，这些类别中的每一个都包含多种模仿手势。在新冠肺炎大流行的背景下，专门开发了模仿新冠病毒结构的RNA疫苗，由于限制旅行和人的存在，自然界开始再生，根据人们模仿某些领导人和政治权威人士的性格的意愿公开佩戴口罩，病毒对有色人种的影响不成比例，模拟了社会、经济和空间的不公正。
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Pub Date : 2023-09-28DOI: 10.1080/00933104.2023.2255513
Irenea Walker
{"title":"Imparting truths and yielding critical reflections in social studies classrooms <b> <i>Teaching enslavement in American history: Lesson plans and primary sources</i> </b> , by C. H. Bohan, H. R. Baker, L. J. King, and W. H. Morris, New York, Peter Lang, 2022, 251 pp., $124.95 (hardcover), ISBN-13: 9781433157738; $47.95 (softcover), ISBN-13: 9781433198441","authors":"Irenea Walker","doi":"10.1080/00933104.2023.2255513","DOIUrl":"https://doi.org/10.1080/00933104.2023.2255513","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385539","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 : 2023-06-13DOI: 10.1080/00933104.2023.2215178
Jada Kohlmeier
Authentic pedagogy is a complex enterprise for students and teachers. Planning and developing the instructional procedures and scaffolds for student success is daunting. In addition, the teacher implementing the lesson makes dozens of quick decisions as they attend to student thinking and decide how to respond. These spontaneous decisions can have large impacts in the level of student thinking demanded in an authentic pedagogy lesson. This two-year project integrated video teacher noticing reflection with scaffolded Lesson Study in a professional development project with two U.S. Government teachers. I investigated what teachers would notice while reflecting on six video cases of authentic pedagogy lessons, four of which they developed as a team. I also analyzed what teachers noticed during the lesson implementations, including the two research lessons and two independently developed lessons at the start and end of the project. Data revealed shifts in teacher attentiveness to student thinking in video reflection. However, the increased attention to student thinking did not play a significant role in decision-making while implementing independently developed lessons after two years. This article explores these findings and raises questions for future studies.
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Pub Date : 2023-04-28DOI: 10.1080/00933104.2023.2199682
Tadashi Dozono
ABSTRACT Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education’s history/social science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, “How do eugenic beliefs continue to shape world history in schools?” Analysis revealed the persistence of eugenic beliefs in how civilization, modernity, reason, and intelligence are articulated and circulated across grades six, seven and ten. This study’s application of discourse analysis serves as a useful tool in continuing to improve curricular frameworks beyond static narratives that reproduce outdated ideologies of race and human development. The study directs social studies education toward helping students confront history’s scientific overlaps with eugenics, as well as recognizing how eugenic ideology persists today.
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