Pub Date : 2021-11-23DOI: 10.1080/00933104.2021.2004873
Yun-Wen Chan
{"title":"Reconceptualizing global citizenship education: Revisiting Asia as method","authors":"Yun-Wen Chan","doi":"10.1080/00933104.2021.2004873","DOIUrl":"https://doi.org/10.1080/00933104.2021.2004873","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"505 - 508"},"PeriodicalIF":2.6,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47729797","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 : 2021-11-19DOI: 10.1080/00933104.2021.2002107
Bretton A. Varga, C. van Kessel
Violence is diverging, intra-active, complex, and becomes (re)produced across/within variegated trajectories. In her recent book, Assemblages of Violence in Education, Boni Wozolek lays bare the possibilities of conceptualizing violence as such. She undertakes this task by leaning into post-structuralist (e.g., Deleuze & Guattari, 1980/2008; Foucault, 1976/1978) and new materialist (e.g., Barad, 2007; Delanda, 2016) framings to explore the imbricated and ubiquitous nature of violence and its implications on human and nonhuman bodies in educational contexts. Referring to assemblages as “messy and entangled intermingling of bodies” (p. 64), Wozolek calls for our “attention to the deeply linked bodies that impact and intra-act across distances, resulting sometimes in affects that buttress each other” (p. 55). In particular, she works along the contours of contemporary scholarship (e.g., Ahmed, 2010; Berlant, 2011) that conceptualizes affect as being more-than a complex set of emotions manifesting between (non/human) bodies. According to Wozolek, these intricate emotional webs are precarious insofar that they are susceptible to manipulation and (violent) applications of power. While power and violence can be “nested and knotted” (p. 15) within these intra-actions (i.e., co-constitutive agency that emerges from within two or more bodies [Barad, 2007]), Wozolek is especially interested in how violence reverberates across/within the spaces, times, and matter(ing)s of “two all-too-consistent recipients of violence: girls and women, and LGBTQ+ people” (p. 20). Within this context, Wozolek braids together participant stories from both the United States and India with her interdisciplinary theoretical and methodological approaches that challenge cultural “common sense” (Kumashiro, 2015) and can help educators and researchers as they continue to seek out (re)new(ed) avenues for cultivating (educational) equity, responsibility, and justice.
{"title":"Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence","authors":"Bretton A. Varga, C. van Kessel","doi":"10.1080/00933104.2021.2002107","DOIUrl":"https://doi.org/10.1080/00933104.2021.2002107","url":null,"abstract":"Violence is diverging, intra-active, complex, and becomes (re)produced across/within variegated trajectories. In her recent book, Assemblages of Violence in Education, Boni Wozolek lays bare the possibilities of conceptualizing violence as such. She undertakes this task by leaning into post-structuralist (e.g., Deleuze & Guattari, 1980/2008; Foucault, 1976/1978) and new materialist (e.g., Barad, 2007; Delanda, 2016) framings to explore the imbricated and ubiquitous nature of violence and its implications on human and nonhuman bodies in educational contexts. Referring to assemblages as “messy and entangled intermingling of bodies” (p. 64), Wozolek calls for our “attention to the deeply linked bodies that impact and intra-act across distances, resulting sometimes in affects that buttress each other” (p. 55). In particular, she works along the contours of contemporary scholarship (e.g., Ahmed, 2010; Berlant, 2011) that conceptualizes affect as being more-than a complex set of emotions manifesting between (non/human) bodies. According to Wozolek, these intricate emotional webs are precarious insofar that they are susceptible to manipulation and (violent) applications of power. While power and violence can be “nested and knotted” (p. 15) within these intra-actions (i.e., co-constitutive agency that emerges from within two or more bodies [Barad, 2007]), Wozolek is especially interested in how violence reverberates across/within the spaces, times, and matter(ing)s of “two all-too-consistent recipients of violence: girls and women, and LGBTQ+ people” (p. 20). Within this context, Wozolek braids together participant stories from both the United States and India with her interdisciplinary theoretical and methodological approaches that challenge cultural “common sense” (Kumashiro, 2015) and can help educators and researchers as they continue to seek out (re)new(ed) avenues for cultivating (educational) equity, responsibility, and justice.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"498 - 504"},"PeriodicalIF":2.6,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49590968","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 : 2021-11-11DOI: 10.1080/00933104.2021.1997844
Sarah McGrew
ABSTRACT This study investigated an approach to teaching students to evaluate online information in the context of a high school history class. Over the course of a semester, I collaborated with a teacher to teach and refine a series of eight lessons focused on civic online reasoning. We aimed to use students’ historical reading as a bridge to help them learn to evaluate online sources; however, tensions also arose between historical reading and civic online reasoning. We negotiated the content focus of the lessons. We asked students to investigate historical questions with contemporary ramifications instead of strictly civic questions, but we still balanced a need for students to build civics content knowledge to effectively evaluate online information. We also negotiated the degree to which we presented online evaluations as requiring different strategies than print historical sources. We emphasized similarities in the evaluative approaches but also learned to be explicit about differences. As teachers consider how to help students learn to evaluate online information, the question of how such lessons might be incorporated into existing disciplinary goals is a critical one. This study presents an in-depth analysis of design efforts in one such case.
{"title":"Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class","authors":"Sarah McGrew","doi":"10.1080/00933104.2021.1997844","DOIUrl":"https://doi.org/10.1080/00933104.2021.1997844","url":null,"abstract":"ABSTRACT This study investigated an approach to teaching students to evaluate online information in the context of a high school history class. Over the course of a semester, I collaborated with a teacher to teach and refine a series of eight lessons focused on civic online reasoning. We aimed to use students’ historical reading as a bridge to help them learn to evaluate online sources; however, tensions also arose between historical reading and civic online reasoning. We negotiated the content focus of the lessons. We asked students to investigate historical questions with contemporary ramifications instead of strictly civic questions, but we still balanced a need for students to build civics content knowledge to effectively evaluate online information. We also negotiated the degree to which we presented online evaluations as requiring different strategies than print historical sources. We emphasized similarities in the evaluative approaches but also learned to be explicit about differences. As teachers consider how to help students learn to evaluate online information, the question of how such lessons might be incorporated into existing disciplinary goals is a critical one. This study presents an in-depth analysis of design efforts in one such case.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"196 - 225"},"PeriodicalIF":2.6,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44225964","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 : 2021-10-13DOI: 10.1080/00933104.2021.1988991
Hanadi Shatara
{"title":"Centering power, inequity, and social justice: Possibilities in civic education","authors":"Hanadi Shatara","doi":"10.1080/00933104.2021.1988991","DOIUrl":"https://doi.org/10.1080/00933104.2021.1988991","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"494 - 497"},"PeriodicalIF":2.6,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732923","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 : 2021-09-09DOI: 10.1080/00933104.2021.1975446
Casey Holmes, P. McAvoy
{"title":"From “contained risk taking” to “required risk taking”","authors":"Casey Holmes, P. McAvoy","doi":"10.1080/00933104.2021.1975446","DOIUrl":"https://doi.org/10.1080/00933104.2021.1975446","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"327 - 329"},"PeriodicalIF":2.6,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44662771","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 : 2021-09-07DOI: 10.1080/00933104.2021.1970454
Anna Rochester, T. Heafner
A Black Women’s History of the United States, written by Daina Ramey Berry and Kali Nicole Gross, conveys Black women’s countless testimonials within the United States dating back to pre-slavery. A...
戴娜·拉米·贝里（Daina Ramey Berry）和卡莉·妮可·格罗斯（Kali Nicole Gross）撰写的《美国黑人女性史》（A Black Women’s History of the United States）传达了黑人女性在美国的无数感言，这些感言可以追溯到奴隶制之前。A.
{"title":"Retelling American history: Black women’s resistance and fight for freedom, justice, equality, and cultural identity in the United States","authors":"Anna Rochester, T. Heafner","doi":"10.1080/00933104.2021.1970454","DOIUrl":"https://doi.org/10.1080/00933104.2021.1970454","url":null,"abstract":"A Black Women’s History of the United States, written by Daina Ramey Berry and Kali Nicole Gross, conveys Black women’s countless testimonials within the United States dating back to pre-slavery. A...","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"156 - 162"},"PeriodicalIF":2.6,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563183","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 : 2021-08-27DOI: 10.1080/00933104.2021.1968984
Catherine S. Kramer, A. J. Lester, K. Wilcox
ABSTRACT In the United States, advances in information technology and globalization present new social and political terrain for citizens to navigate. Preparing well-rounded young adults who are ready to meet the demands of citizenship in the 21st century—thinking critically, communicating, collaborating, and creating—is an imperative function of education. Findings from this multiple case study of “positive outlier” schools, or those with better-than-expected graduation outcomes among youth with historically disparate rates, utilize practices that incorporate Positive Youth Development (PYD) and Deeper Learning (DL) strategies. PYD and DL facilitate students’ development of skills, abilities, and dispositions that define 21st century citizenship. Though the schools in this study were selected for their better college and career preparation as measured by graduation outcomes, educators in positive outlier schools, in contrast to typically performing schools, emphasized student preparation for citizenship along with college and career preparation. The unique features of positive outlier schools include: commitment to pluralism, ethic of shared sacrifice and responsibility, community-directed critical thinking, and democratic school governance. For these schools, the college, career, and civic readiness replaced the exclusive college and career readiness paradigm.
{"title":"College, career, and civic readiness: Building school communities that prepare youth to thrive as 21st century citizens","authors":"Catherine S. Kramer, A. J. Lester, K. Wilcox","doi":"10.1080/00933104.2021.1968984","DOIUrl":"https://doi.org/10.1080/00933104.2021.1968984","url":null,"abstract":"ABSTRACT In the United States, advances in information technology and globalization present new social and political terrain for citizens to navigate. Preparing well-rounded young adults who are ready to meet the demands of citizenship in the 21st century—thinking critically, communicating, collaborating, and creating—is an imperative function of education. Findings from this multiple case study of “positive outlier” schools, or those with better-than-expected graduation outcomes among youth with historically disparate rates, utilize practices that incorporate Positive Youth Development (PYD) and Deeper Learning (DL) strategies. PYD and DL facilitate students’ development of skills, abilities, and dispositions that define 21st century citizenship. Though the schools in this study were selected for their better college and career preparation as measured by graduation outcomes, educators in positive outlier schools, in contrast to typically performing schools, emphasized student preparation for citizenship along with college and career preparation. The unique features of positive outlier schools include: commitment to pluralism, ethic of shared sacrifice and responsibility, community-directed critical thinking, and democratic school governance. For these schools, the college, career, and civic readiness replaced the exclusive college and career readiness paradigm.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"602 - 629"},"PeriodicalIF":2.6,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44730529","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 : 2021-08-25DOI: 10.1080/00933104.2021.1966560
Kelly Siegel-Stechler
ABSTRACT Open classroom climate for discussion (OCC) is consistently associated with positive civic outcomes for students, but research on the determinants of OCC primarily focuses on individual- and school-level indicators or uses qualitative or non-representative samples. This study considers how teacher instructional practices influence the presence of OCC at the classroom level by using a sample of U.S. social studies classrooms to conduct a multi-level analysis. Results suggest that some instructional practices are associated with greater student perceptions of OCC. Classroom discussion of current events is most strongly related to OCC, and other student-centered teaching practices including debate, simulation, and inquiry-based instruction are associated with specific components of an open classroom climate. These findings have important instructional and policy implications for schools and for teacher preparation programs.
{"title":"Teaching for citizenship: Instructional practices and open classroom climate","authors":"Kelly Siegel-Stechler","doi":"10.1080/00933104.2021.1966560","DOIUrl":"https://doi.org/10.1080/00933104.2021.1966560","url":null,"abstract":"ABSTRACT Open classroom climate for discussion (OCC) is consistently associated with positive civic outcomes for students, but research on the determinants of OCC primarily focuses on individual- and school-level indicators or uses qualitative or non-representative samples. This study considers how teacher instructional practices influence the presence of OCC at the classroom level by using a sample of U.S. social studies classrooms to conduct a multi-level analysis. Results suggest that some instructional practices are associated with greater student perceptions of OCC. Classroom discussion of current events is most strongly related to OCC, and other student-centered teaching practices including debate, simulation, and inquiry-based instruction are associated with specific components of an open classroom climate. These findings have important instructional and policy implications for schools and for teacher preparation programs.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"49 1","pages":"570 - 601"},"PeriodicalIF":2.6,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649955","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 : 2021-08-24DOI: 10.1080/00933104.2021.1968239
A. Clark
{"title":"A more conscious history education? Historical consciousness, narrative, and identity in French Canadian schools","authors":"A. Clark","doi":"10.1080/00933104.2021.1968239","DOIUrl":"https://doi.org/10.1080/00933104.2021.1968239","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"335 - 337"},"PeriodicalIF":2.6,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47420315","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 : 2021-08-24DOI: 10.1080/00933104.2021.1967822
Thomas Fallace
ABSTRACT In this historical study, the author traces the contents of classroom materials and methods textbooks published between 1916 and 1966 that endorsed the discussion and deliberation of social issues to demonstrate how these materials consistently evaded racial justice as a social issue. As a result, the materials designed to inspire classroom discussion and deliberation of social issues ended up reinforcing the racial status quo through an approach that valued balance and open-ended discussion of racial issues over a commitment to racial justice and the affirmation of Black perspectives.
{"title":"The tradition of classroom deliberation and the evasion of racial justice as a social issue, 1916–1966","authors":"Thomas Fallace","doi":"10.1080/00933104.2021.1967822","DOIUrl":"https://doi.org/10.1080/00933104.2021.1967822","url":null,"abstract":"ABSTRACT In this historical study, the author traces the contents of classroom materials and methods textbooks published between 1916 and 1966 that endorsed the discussion and deliberation of social issues to demonstrate how these materials consistently evaded racial justice as a social issue. As a result, the materials designed to inspire classroom discussion and deliberation of social issues ended up reinforcing the racial status quo through an approach that valued balance and open-ended discussion of racial issues over a commitment to racial justice and the affirmation of Black perspectives.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"3 - 28"},"PeriodicalIF":2.6,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45936075","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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