Social Studies Research and Practice
Issue(s) available: 55 – From Volume: 1 Issue: 1, to Volume: 19 Issue: 1
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Volume 19
Volume 18
Volume 17
Volume 14
Developing core practices of social studies preservice teachers through critical historical inquiry
Mathew Baker, Michael Lee JosephExamine how social studies preservice teachers conceptualize and enact critical historical inquiry.
“Nothing compares to actually listening”: experiences with sacrificial listening and place-based education
Amy Allen, Carey Stewart, Mason EngelhardtRecent scholarship has called for researchers to recognize the urgency of place-based education as a critical component of social studies pedagogy. This study seeks to understand…
Promoting historical empathy with a local history research project about the pandemic
Katherine Perrotta, Katlynn CrossWe examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact…
“Only memories:” place-based holocaust education in contemporary Poland
Anna Marisa YonasThe purpose of this self-study is to analyze my experiences learning in Poland, the country where Nazis imprisoned and murdered my family. I share findings from multiple museum…
Bootstraps, redlines and wage-theft: using Monopoly to critically examine American wealth inequality
Matt DinglerScholarship on America’s K-12 economics curriculum reveals an inattention to many harmful economic realities, specifically wealth inequality. Critics of the present curriculum…
Between villainification and heroification: toward a theory of nuanced ethical judgments
Paul J. YoderThe purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based…
Making the virtual historical using primary sources
Nicole C. Miller, Rebecca L. KellumThis paper seeks to demonstrate the pedagogical potential of incorporating virtual reality (VR) and primary sources in social studies education. It seeks to highlight how VR can…
Queer representation in children’s books beyond two moms or two dads
Peter C. OlsonThis article aims to help educators provide a holistic view of the LGBTQ community by highlighting children’s books that include non-parental LGBTQ characters.
Developing notions of place in an undergraduate elementary social studies methods course
Ariel Cornett, Erin PiedmontPlace-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the…
“I got knocked down”: factors impacting a novice teacher’s decision making
Colleen Fitzpatrick, Adam FriedmanThis study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.
“They will at least do no harm”: LGBTQ social studies teacher education
Cathy A.R. BrantThis study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching…
Preservice teachers and the patriotism of the 1619 and 1776 history narratives
Benjamin R. Wellenreiter, Xiaoying Zhao, Thomas LuceyPreservice teachers (n = 39) described their definitions of patriotism and to what extent they believed statements from The 1619 Project (2019) and The 1776 Commission Report…
Being l'Autre: French-Canadian immigrants in contemporary children's literature
Danielle E. SachdevaImmigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received…
Trade books' historical representation of Margaret Sanger
John H. BickfordThis content analysis examines the historical representation of Margaret Sanger within trade books. From the framework of the historiography, this paper unpacks how common…
Students learning following a single self-guided tour to a history museum
Billie Eilam, Merav Yosfan, Joel Lanir, Alan J. WeckerThe authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.
Teaching about racial violence in a place of historical trauma
Elizabeth Yeager Washington, Travis Logan SeayThe authors describe an original unit plan that draws from local and national concerns for truthful history education about the history of racial violence in the United States…
Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculum
Shuang FuThis article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The…
ISSN:
1933-5415Online date, start – end:
2006Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Prof Cynthia Sunal