Pub Date : 2022-03-29DOI: 10.1080/00933104.2022.2051106
Lisa De Schaepmeester, J. van Braak, Koen Aesaert
ABSTRACT This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers’ liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students’ social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students’ attitudes toward dealing with conflicts. Second, teachers’ conservative citizenship beliefs negatively related to students’ reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.
{"title":"Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate","authors":"Lisa De Schaepmeester, J. van Braak, Koen Aesaert","doi":"10.1080/00933104.2022.2051106","DOIUrl":"https://doi.org/10.1080/00933104.2022.2051106","url":null,"abstract":"ABSTRACT This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers’ liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students’ social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students’ attitudes toward dealing with conflicts. Second, teachers’ conservative citizenship beliefs negatively related to students’ reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194968","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 : 2022-03-21DOI: 10.1080/00933104.2022.2048426
Maribel Santiago, Tadashi Dozono
ABSTRACT This article discusses the false dichotomy between criticality and historical inquiry. We argue that adding “critical” to “historical inquiry” can be interpreted as something distinct, instead of integral, to historical inquiry. It can normalize the idea that historical thinking is not critical, which, in turn, upholds the illusion that historical inquiry research is not inherently ideological or political. It inadvertently reifies a false dichotomy that silos historical inquiry scholarship into two camps: one that is deemed political because it directly engages in criticality and another that is deemed apolitical because it claims objectivity. We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge.
{"title":"History is critical: Addressing the false dichotomy between historical inquiry and criticality","authors":"Maribel Santiago, Tadashi Dozono","doi":"10.1080/00933104.2022.2048426","DOIUrl":"https://doi.org/10.1080/00933104.2022.2048426","url":null,"abstract":"ABSTRACT This article discusses the false dichotomy between criticality and historical inquiry. We argue that adding “critical” to “historical inquiry” can be interpreted as something distinct, instead of integral, to historical inquiry. It can normalize the idea that historical thinking is not critical, which, in turn, upholds the illusion that historical inquiry research is not inherently ideological or political. It inadvertently reifies a false dichotomy that silos historical inquiry scholarship into two camps: one that is deemed political because it directly engages in criticality and another that is deemed apolitical because it claims objectivity. We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45893887","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 : 2022-03-21DOI: 10.1080/00933104.2022.2053822
Elizabeth O. Crawford
{"title":"Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability","authors":"Elizabeth O. Crawford","doi":"10.1080/00933104.2022.2053822","DOIUrl":"https://doi.org/10.1080/00933104.2022.2053822","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199346","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 : 2022-03-11DOI: 10.1080/00933104.2022.2042444
Daniel G. Krutka, S. Metzger, R. Seitz
ABSTRACT We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about technology in the K–12 social studies standards of 10 states. Overall, the standards showed a preference for broad labels and neutral or positive framing, with technology often serving as a vehicle to explain social phenomena or economic growth. Production technologies were most frequent, but there was wide variance in the particular technologies referenced by each state. Even when technology was referenced, it often was not the primary focus of the standard’s content. Standards rarely framed technology with critical perspectives for inquiry into collateral, unintended, and disproportionate effects. We draw on technology criticism to offer a technoskeptical framework that educators and scholars can use to question narratives of technological progress and encourage collateral thinking about the consequences of technologies for human societies.
{"title":"“Technology inevitably involves trade-offs”: The framing of technology in social studies standards","authors":"Daniel G. Krutka, S. Metzger, R. Seitz","doi":"10.1080/00933104.2022.2042444","DOIUrl":"https://doi.org/10.1080/00933104.2022.2042444","url":null,"abstract":"ABSTRACT We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about technology in the K–12 social studies standards of 10 states. Overall, the standards showed a preference for broad labels and neutral or positive framing, with technology often serving as a vehicle to explain social phenomena or economic growth. Production technologies were most frequent, but there was wide variance in the particular technologies referenced by each state. Even when technology was referenced, it often was not the primary focus of the standard’s content. Standards rarely framed technology with critical perspectives for inquiry into collateral, unintended, and disproportionate effects. We draw on technology criticism to offer a technoskeptical framework that educators and scholars can use to question narratives of technological progress and encourage collateral thinking about the consequences of technologies for human societies.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45154030","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 : 2022-03-08DOI: 10.1080/00933104.2022.2043897
Hilary G. Conklin
At a time of so much global upheaval—a devastating pandemic, a deepening climate crisis, entrenched racism, and profound social and economic inequalities—many of us are searching for new tools to help young people navigate and address our world’s intersecting public problems. Keith Barton and Li-Ching Ho’s new book, Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, tackles this complex landscape, offering a rich and thought-provoking vision for a curriculum that invites students to examine the globe’s most pressing social issues while centering the principles of justice and harmony. Across their 11-chapter book, Barton and Ho argue for “a complete reorientation of the curriculum of social and civic education” (p. 14). They aim to provide social educators with a set of curricular principles that will engage students in habits of collaborative thinking, deliberation, and action around issues of public concern. In contrast to much existing scholarship in social education that is rooted in specific local or national contexts, Barton and Ho’s proposal stands out for its deliberately global focus: their intent is to offer curricular principles that transcend national boundaries and have global applicability. They do this by drawing on both Eastern and Western theoretical traditions and providing concrete curricular examples from varied national contexts.
{"title":"A roadmap for global, humanizing, and collaborative civic education","authors":"Hilary G. Conklin","doi":"10.1080/00933104.2022.2043897","DOIUrl":"https://doi.org/10.1080/00933104.2022.2043897","url":null,"abstract":"At a time of so much global upheaval—a devastating pandemic, a deepening climate crisis, entrenched racism, and profound social and economic inequalities—many of us are searching for new tools to help young people navigate and address our world’s intersecting public problems. Keith Barton and Li-Ching Ho’s new book, Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, tackles this complex landscape, offering a rich and thought-provoking vision for a curriculum that invites students to examine the globe’s most pressing social issues while centering the principles of justice and harmony. Across their 11-chapter book, Barton and Ho argue for “a complete reorientation of the curriculum of social and civic education” (p. 14). They aim to provide social educators with a set of curricular principles that will engage students in habits of collaborative thinking, deliberation, and action around issues of public concern. In contrast to much existing scholarship in social education that is rooted in specific local or national contexts, Barton and Ho’s proposal stands out for its deliberately global focus: their intent is to offer curricular principles that transcend national boundaries and have global applicability. They do this by drawing on both Eastern and Western theoretical traditions and providing concrete curricular examples from varied national contexts.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510187","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 : 2022-02-19DOI: 10.4324/9781003156550-14
Elizabeth H. Green
{"title":"Research in Christian Academies","authors":"Elizabeth H. Green","doi":"10.4324/9781003156550-14","DOIUrl":"https://doi.org/10.4324/9781003156550-14","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84945343","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 : 2022-02-19DOI: 10.4324/9781003156550-15
Irene Kleanthous
{"title":"Bourdieu applied","authors":"Irene Kleanthous","doi":"10.4324/9781003156550-15","DOIUrl":"https://doi.org/10.4324/9781003156550-15","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77918376","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 : 2022-02-19DOI: 10.4324/9781003156550-10
M. Murphy
{"title":"Between the state and the street","authors":"M. Murphy","doi":"10.4324/9781003156550-10","DOIUrl":"https://doi.org/10.4324/9781003156550-10","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88676902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using Foucault to examine issues of girls' education in a religiously driven postcolonial security state","authors":"A. Sameer","doi":"10.4324/9781003156550-7","DOIUrl":"https://doi.org/10.4324/9781003156550-7","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86481837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social theory and education research","authors":"M. Murphy","doi":"10.4135/9781446286319","DOIUrl":"https://doi.org/10.4135/9781446286319","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72512394","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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