"This collection of essays explores posthuman approaches to social studies education, challenging the field to think differently about the precarious status of the world. Authors examine how educators and scholars can foster more ethical ways of teaching, learning, and researching by cultivating a greater sense of attunement to the more-than-human"--
COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing. Book Features: Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event.Examples of teaching approaches and classroom projects that align with the C3 Framework.Lessons about COVID-19 for use in K–12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief.A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education. Contributors: Sohyun An, Varenka Servín Arcos, Brooke Blevins, Lisa Brown Buchanan, Yun-Wen Chan, Ya-Fang Cheng, Rebecca C. Christ, Christopher H. Clark, Kristen E. Duncan, Leonel Pérez Expósito, Anna Falkner, David Gerwin, Maggie Guggenheimer; Michael Gurlea, Tracy Hargrove, Jennifer Hauver, Mark E. Helmsing, David Hicks, Karon LeCompte, Kevin R. Magill, Catherine Mas, Sarah A. Mathews, Carly Muetterties, Amber Neal, Katherina A. Payne, Noreen Naseem Rodríguez, Sandra J. Schmidt, Lynn Sikma, Amy Taylor, Stephanie van Hover, Cathryn van Kessel, Bretton A. Varga, Cara Ward, Tyler Woodward, Holly Wright
Theory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways towards access, equity, justice, joy, and love. While it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in all productions of teaching and learning. In this collection, well-established scholars highlight a broad range of theories that are currently being used to alter the landscape of social studies instruction. Important to these efforts is the position that theory does not exist in a vacuum but rather is the reflection of a certain set of concepts and the relationship that one holds to those ideas. Taking this further, each chapter author employs storytelling as a means to share their personal history and unpack how they came to understand their selected theoretical topic. They address a breadth of concepts, such as Black feminism, psychoanalysis, racial capitalism, settler colonialism, sustainability, and technoskepticism. Book Features: The only resource of its kind that pairs storying with a far-reaching range of theories actively being used by scholars in the field of social studies education and research.Brief chapters, arranged alphabetically by concept, provide structure while also staying true to the book’s framing of theory as being curious, fragmented, nomadic, and discursive.Embedded connections within each chapter meant to help readers understand the relational and entangled nature of theory. Contributors include Sohyun An, Kristen Duncan, Jillian Ford, Jim Garrett, Wayne Journell, Noreen Naseem Rodriguez, Muna Saleh, Sandra Schmidt, Sarah Shear, Cathryn van Kessel, and Amanda Vickery.
Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K–12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult. Featuring the voices of teacher educators, classroom teachers, and museum educators, these stories provide readers with rare examples of how to plan for, teach, and reflect on difficult histories. The book is divided into four main sections: Centering Difficult History Content, Centering Teacher and Student Identities, Centering Local and Contemporary Contexts, and Centering Teacher Decision-making. Key topics include teaching about genocide, slavery, immigration, war, racial violence, and terrorism. This dynamic book highlights the practitioner’s perspective to reveal how teachers can and do think critically about their motivations and the methods they use to engage students in rigorous, complex, and appropriate studies of the past. Book Features: Expanded notions of what difficult histories can be and how they can be approached pedagogically.Thoughtful pictures of practice of some of the most complex histories to teach. Stories of K–12 teachers and museum educators with the research of leading scholars in social studies education. Examples from a wide range of educational contexts in the United States and other countries. Resources useful to teachers and teacher educators. Contributors include LaGarrett J. King, Cinthia Salinas, Stephanie van Hover, Amanda Vickery, Sohyun An, H. James (Jim) Garrett, Christopher C. Martell, and Jennifer Hauver.
For the past 2 decades, the field of social studies education has seen an increase in research on the use of discussions as an essential instructional technique. This book examines the importance of using quality dialogue as a tool to help students understand complex issues in social studies. This edited volume provides a collection of well-known, evidence-based discussion techniques, as well as classroom examples showing the methods in use. While using discussion as an instructional method is widely considered a best practice of civic learning, actual high-quality discussions are rare and notoriously difficult to facilitate. Making Classroom Discussions Work is designed to guide teacher educators and classroom teachers in facilitating equitable and productive discussions that will boost learning and democratic engagement. Book Features: Emphasizes the rationale for using discussion in social studies teaching. Collects strategies that have been proposed in disparate journal articles and books in one convenient volume. Presents research-based challenges and supports for conducting and assessing discussions in the social studies. Includes methods and tips to help teachers make discussions more equitable in their classrooms.
This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship. The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.
We are surrounded by data and data visualizations in our everyday lives. To help ensure that students can critically evaluate data—and use it to promote social justice—this book outlines principles and practices for teaching data literacy as part of social studies education. The author shows how social studies content and skills can enhance data literacy, and its importance in supporting students’ historical thinking and civic engagement. Shreiner also provides a rationale for including data literacy in the social studies curriculum and highlights the special knowledge and skills social studies teachers offer in promoting a critical, humanistic form of data literacy. Recognizing that many social studies teachers feel poorly equipped to teach data literacy, this book offers practical advice, summaries of the benefits and challenges to students, guidance for incorporating data literacy across elementary and secondary grades, and strategies to help students analyze, use, and create data visualizations. “This important book provides many practical suggestions and powerful visual examples built on sound research that will support educators as they continue to find new ways to integrate data literacy in their history, civics, geography, economics, and other social science classrooms and beyond.” —Christopher C. Martell, associate professor, University of Massachusetts Boston “Shreiner demonstrates how we use data visualizations to understand and construct arguments about the world around us and provides concrete ideas for how to approach teaching it in social studies classrooms. This book makes teaching data literacy feel relevant, urgent, and—most importantly—doable.” —Sarah McGrew, assistant professor, University of Maryland
"Whitlock scrutinizes the Flint water crisis to drive critical inquiry in the classroom, and to show how the curriculum can propel social change. It offers key "takeaways" to help educators apply place-based education in Pre-K-16 classrooms"--
"These inquiries into villainification offer powerful insights for teaching about historical wrongdoing in more nuanced ways. Includes topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body"--
Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students and are rooted in racism, linguicism, and xenophobia. This unique collection is designed for scholars, teachers, and teacher educators to actively read, reflect on, and enact the approaches shared by educators who are doing this work. Book Features: Highlights research conducted with youth and teachers in elementary, middle, and secondary school contexts, as well as with preservice teachers and teacher educators.Written in a user-friendly format for quick and informative access to theoretical and practical approaches. Outlines specific ideas for how to prepare pre- and inservice teachers for working with EBML students. Includes case studies, unit and lesson plan examples, and vignettes.Concludes with expert commentaries on where the field of social studies must go next to best meet the dynamic and multifaceted needs of EBML students. Contributors include Jennifer M. Bondy, Melissa Gibson, Yeji Kim, Chauncey Monte-Sano, Timothy Monreal, Pablo C. Ramirez, Mary J. Schleppegrell, Jesús A. Tirado, and Paul J. Yoder.
