Pub Date : 2022-01-31DOI: 10.1080/00933104.2022.2031614
ArCasia D. James‐Gallaway, Sabryna Groves
In Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education, philosopher Lawrence Blum and education historian Zoë Burkholder ambitiously set out to “examine . . . the enduring problem of racial inequality in American public schools through a historical and philosophical analysis”; the book’s central goal is “to help readers better understand racial inequality in the American public education system in order to advocate for more equitable and just forms of schooling” (p. 1). This collaboration argues that, ideally, education should work toward “egalitarian civic integrationist pluralism” because it “provides the strongest foundation for pursuing racial equality in American public schools” (p. 12). Blum and Burkholder have, respectively, spent their scholarly careers exploring questions related to race and education, suggesting their familiarity with these topics. With related research foci that coalesce around social studies education, we offer this assessment as educational humanities scholars, namely, as a Black historian of education and a white, burgeoning philosopher of education. Ultimately, Integrations prescribes a framework of particular educational goods thought to foster egalitarian civic integrationist pluralism; these goods, Integrations posits, ought to constitute the educational goals of which students of Color have been systematically deprived. Blum and Burkholder are to be commended for their collaborative endeavor, as this title is one of few that demonstrates the promise of cross-disciplinary efforts to address an issue that has largely defined much of U.S. education: integration. Perhaps, the book’s main contribution is the concept of integrations in plural form, hence its title; this offering supports their educational goods framework, which revisits claims regularly promoted by proponents of school desegregation and integration. Over the course of the text, Blum and Burkholder explain that integration is a more varied process than typically conceived because the term has so many different definitions and dimensions. The authors’ ideal view of integrations is undergirded by their educational goods framework, and they clarify this connection in asserting that
{"title":"A historical-philosophical case for ethnoracial school integration","authors":"ArCasia D. James‐Gallaway, Sabryna Groves","doi":"10.1080/00933104.2022.2031614","DOIUrl":"https://doi.org/10.1080/00933104.2022.2031614","url":null,"abstract":"In Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education, philosopher Lawrence Blum and education historian Zoë Burkholder ambitiously set out to “examine . . . the enduring problem of racial inequality in American public schools through a historical and philosophical analysis”; the book’s central goal is “to help readers better understand racial inequality in the American public education system in order to advocate for more equitable and just forms of schooling” (p. 1). This collaboration argues that, ideally, education should work toward “egalitarian civic integrationist pluralism” because it “provides the strongest foundation for pursuing racial equality in American public schools” (p. 12). Blum and Burkholder have, respectively, spent their scholarly careers exploring questions related to race and education, suggesting their familiarity with these topics. With related research foci that coalesce around social studies education, we offer this assessment as educational humanities scholars, namely, as a Black historian of education and a white, burgeoning philosopher of education. Ultimately, Integrations prescribes a framework of particular educational goods thought to foster egalitarian civic integrationist pluralism; these goods, Integrations posits, ought to constitute the educational goals of which students of Color have been systematically deprived. Blum and Burkholder are to be commended for their collaborative endeavor, as this title is one of few that demonstrates the promise of cross-disciplinary efforts to address an issue that has largely defined much of U.S. education: integration. Perhaps, the book’s main contribution is the concept of integrations in plural form, hence its title; this offering supports their educational goods framework, which revisits claims regularly promoted by proponents of school desegregation and integration. Over the course of the text, Blum and Burkholder explain that integration is a more varied process than typically conceived because the term has so many different definitions and dimensions. The authors’ ideal view of integrations is undergirded by their educational goods framework, and they clarify this connection in asserting that","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"314 ","pages":"486 - 490"},"PeriodicalIF":2.6,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277019","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 : 2022-01-27DOI: 10.1080/00933104.2021.2025003
V. Smith, William L. Smith, Ryan M. Crowley
{"title":"Whiteness and the social studies: Naming and re-articulating “the invisible”","authors":"V. Smith, William L. Smith, Ryan M. Crowley","doi":"10.1080/00933104.2021.2025003","DOIUrl":"https://doi.org/10.1080/00933104.2021.2025003","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"162 - 166"},"PeriodicalIF":2.6,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49627693","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 : 2022-01-21DOI: 10.1080/00933104.2022.2029769
A. Falkner
{"title":"Agency, racism, and what they mean for early childhood and elementary social studies","authors":"A. Falkner","doi":"10.1080/00933104.2022.2029769","DOIUrl":"https://doi.org/10.1080/00933104.2022.2029769","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"157 - 161"},"PeriodicalIF":2.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41433069","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 : 2022-01-06DOI: 10.1080/00933104.2021.2019525
E. Piedmont
{"title":"Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education","authors":"E. Piedmont","doi":"10.1080/00933104.2021.2019525","DOIUrl":"https://doi.org/10.1080/00933104.2021.2019525","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"637 - 640"},"PeriodicalIF":2.6,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41849507","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 : 2022-01-02DOI: 10.1080/00933104.2021.2019153
Stéphane Lévesque, Jean-Philippe Croteau
ABSTRACT Recent theories of historical consciousness focus on the role narration plays in contemporary people’s attempts to give meaning to the past and orient their practical life as citizens. This article examines the need for probing students’ historical ideas and for developing narrative competence as a way to engage them critically in contested memories of the collective past so as to expand their historical consciousness beyond memory and cultural traditions. Relying on a narrative approach, this study surveyed 635 French Canadian students from different regions of Canada. Canada, a multicultural state made up of nations-within (French, English, Indigenous), represents an interesting case for studying young citizens’ representations of the collective past in a highly diversified society. This study offers new results on how these learners think about national history in the 21st century, and it discusses the implications for the development of narrative competence as a way to bridge the divide between the “cultural curriculum” and “historical thinking.” We argue that history educators need to take more seriously students’ narrative ideas if they truly want to have a lasting impact on their historical learning.
{"title":"“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness","authors":"Stéphane Lévesque, Jean-Philippe Croteau","doi":"10.1080/00933104.2021.2019153","DOIUrl":"https://doi.org/10.1080/00933104.2021.2019153","url":null,"abstract":"ABSTRACT Recent theories of historical consciousness focus on the role narration plays in contemporary people’s attempts to give meaning to the past and orient their practical life as citizens. This article examines the need for probing students’ historical ideas and for developing narrative competence as a way to engage them critically in contested memories of the collective past so as to expand their historical consciousness beyond memory and cultural traditions. Relying on a narrative approach, this study surveyed 635 French Canadian students from different regions of Canada. Canada, a multicultural state made up of nations-within (French, English, Indigenous), represents an interesting case for studying young citizens’ representations of the collective past in a highly diversified society. This study offers new results on how these learners think about national history in the 21st century, and it discusses the implications for the development of narrative competence as a way to bridge the divide between the “cultural curriculum” and “historical thinking.” We argue that history educators need to take more seriously students’ narrative ideas if they truly want to have a lasting impact on their historical learning.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"101 - 124"},"PeriodicalIF":2.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48542658","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 : 2022-01-02DOI: 10.1080/00933104.2021.2014375
I. Sincer, M. Volman, I. van der Veen, S. Severiens
ABSTRACT The current study examined the effects of school ethnic composition and teacher-student relationships (teacher support) on students’ citizenship competencies. Additionally, this study investigated the moderating effect of teacher support on the relationship between school ethnic composition and citizenship competencies. Citizenship was operationalized as competencies and knowledge concerning acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. Multilevel analyses among a sample of 4,902 students from 75 Dutch secondary schools showed that the degree of school ethnic diversity is positively related to competencies in acting democratically, acting in a socially responsible manner, and dealing with differences, but it is negatively related to knowledge regarding acting in socially responsible manner and dealing with conflicts. Teacher support was positively associated with both competencies and knowledge in all social tasks. Except for one outcome, no moderation effect of teacher support was found.
{"title":"Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support","authors":"I. Sincer, M. Volman, I. van der Veen, S. Severiens","doi":"10.1080/00933104.2021.2014375","DOIUrl":"https://doi.org/10.1080/00933104.2021.2014375","url":null,"abstract":"ABSTRACT The current study examined the effects of school ethnic composition and teacher-student relationships (teacher support) on students’ citizenship competencies. Additionally, this study investigated the moderating effect of teacher support on the relationship between school ethnic composition and citizenship competencies. Citizenship was operationalized as competencies and knowledge concerning acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. Multilevel analyses among a sample of 4,902 students from 75 Dutch secondary schools showed that the degree of school ethnic diversity is positively related to competencies in acting democratically, acting in a socially responsible manner, and dealing with differences, but it is negatively related to knowledge regarding acting in socially responsible manner and dealing with conflicts. Teacher support was positively associated with both competencies and knowledge in all social tasks. Except for one outcome, no moderation effect of teacher support was found.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"125 - 155"},"PeriodicalIF":2.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59023426","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 : 2022-01-02DOI: 10.1080/00933104.2021.2009948
G. Aponte-Safe, A. C. Díaz Beltrán, Rebecca C. Christ
ABSTRACT This article engages Gloria Anzaldúa’s concepts of nepantla and nepantleras as a conceptual framework for social studies classrooms that is attuned to the lived experiences of border-crossing—living in-between national, ethnic, racial, and gender worlds—and the grietas y rajaduras (cracks and ruptures) of dominant narratives of colonialism, whiteness, and heteropatriarchy. Nepantleras, those who live, breathe, and challenge the antagonization of people through imposed borders, drive such cracks and ruptures by resisting assimilation and by centering already existing possible worlds. In critically examining social studies education—classroom, field, and educator—through a lens of nepantla, we conceptualize aspiring nepantleras as our scholarship horizon—the place we navigate toward where we center the undeniable grietas in dominant narratives made visible by the presence of nepantleras in the social studies classroom, as well as the scholarly field. Such work is essential to healing and to the formation of healthy communities that care for and embrace all students.
{"title":"Aspiring nepantleras: Conceptualizing social studies education from the rupture/la herida abierta","authors":"G. Aponte-Safe, A. C. Díaz Beltrán, Rebecca C. Christ","doi":"10.1080/00933104.2021.2009948","DOIUrl":"https://doi.org/10.1080/00933104.2021.2009948","url":null,"abstract":"ABSTRACT This article engages Gloria Anzaldúa’s concepts of nepantla and nepantleras as a conceptual framework for social studies classrooms that is attuned to the lived experiences of border-crossing—living in-between national, ethnic, racial, and gender worlds—and the grietas y rajaduras (cracks and ruptures) of dominant narratives of colonialism, whiteness, and heteropatriarchy. Nepantleras, those who live, breathe, and challenge the antagonization of people through imposed borders, drive such cracks and ruptures by resisting assimilation and by centering already existing possible worlds. In critically examining social studies education—classroom, field, and educator—through a lens of nepantla, we conceptualize aspiring nepantleras as our scholarship horizon—the place we navigate toward where we center the undeniable grietas in dominant narratives made visible by the presence of nepantleras in the social studies classroom, as well as the scholarly field. Such work is essential to healing and to the formation of healthy communities that care for and embrace all students.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"74 - 100"},"PeriodicalIF":2.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47171175","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 : 2022-01-02DOI: 10.1080/00933104.2022.2026699
{"title":"TRSE 50th anniversary call for papers","authors":"","doi":"10.1080/00933104.2022.2026699","DOIUrl":"https://doi.org/10.1080/00933104.2022.2026699","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"1 - 2"},"PeriodicalIF":2.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47651537","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 : 2021-12-14DOI: 10.1080/00933104.2021.2003276
M. Manfra, Tom Hammond, Robert M. Coven
ABSTRACT Although computational thinking has most often been associated with the science, technology, engineering, and math education fields, our research takes a first step toward documenting student outcomes associated with integrating and assessing computational thinking in the social studies. In this study, we pursued an embedded research design, merging teacher action research with qualitative case study, into collaborative inquiry. Through analysis of classroom-based data, including samples of student work, we were able to develop an understanding of the manner with which student understanding of computational thinking emerged in this classroom. Findings suggest that, through the integration of carefully designed learner-centered tasks, students came to view computational thinking as computer mediated data analysis or an approach to analyzing data and solving problems. The iterative nature of the instructional design—three consecutive units built around the same heuristic of data-patterns-rules—as well as the variety of learning-centered tasks given to students, appeared to have enabled the teacher and students to have a common set of procedures for problem solving and a common language to articulate the goals and outcomes of data analysis and interpretation. Our study demonstrated that framing a lesson through the lens of computational thinking provides teachers with strategies for engaging students in a structured, yet authentic approach to grappling with complex problems relevant to the subject.
{"title":"Assessing computational thinking in the social studies","authors":"M. Manfra, Tom Hammond, Robert M. Coven","doi":"10.1080/00933104.2021.2003276","DOIUrl":"https://doi.org/10.1080/00933104.2021.2003276","url":null,"abstract":"ABSTRACT Although computational thinking has most often been associated with the science, technology, engineering, and math education fields, our research takes a first step toward documenting student outcomes associated with integrating and assessing computational thinking in the social studies. In this study, we pursued an embedded research design, merging teacher action research with qualitative case study, into collaborative inquiry. Through analysis of classroom-based data, including samples of student work, we were able to develop an understanding of the manner with which student understanding of computational thinking emerged in this classroom. Findings suggest that, through the integration of carefully designed learner-centered tasks, students came to view computational thinking as computer mediated data analysis or an approach to analyzing data and solving problems. The iterative nature of the instructional design—three consecutive units built around the same heuristic of data-patterns-rules—as well as the variety of learning-centered tasks given to students, appeared to have enabled the teacher and students to have a common set of procedures for problem solving and a common language to articulate the goals and outcomes of data analysis and interpretation. Our study demonstrated that framing a lesson through the lens of computational thinking provides teachers with strategies for engaging students in a structured, yet authentic approach to grappling with complex problems relevant to the subject.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"255 - 296"},"PeriodicalIF":2.6,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42288152","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 : 2021-12-07DOI: 10.1080/00933104.2021.2010173
Scott Durham, A. Segall
{"title":"On re-meaning space, time, and memory: A lived experience","authors":"Scott Durham, A. Segall","doi":"10.1080/00933104.2021.2010173","DOIUrl":"https://doi.org/10.1080/00933104.2021.2010173","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"167 - 172"},"PeriodicalIF":2.6,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48849154","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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