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This Q methodological study explored the ways preservice and in-service social studies teachers engaged with a collection of social media posts about the Black Lives Matter movement. The study asked participants to share their reactions to the posts as well as how they would determine which posts they might present to their students in the classroom. The analysis of the Q sorts identified three subject positions available to these social studies teachers--labeled the Context Provider, the Data Debater, and the Critical Confronter. Notably, each of these subject positions was underscored by a prevalent discourse of teachers working as a Guide on the Side. These findings suggest that social studies teachers' pedagogical imaginings of engaging students with social media content and in the analysis of current social and political movements for justice are significantly informed by dominant discourses of teacher "neutrality". [ABSTRACT FROM AUTHOR]

AbstractThe ongoing US-China geopolitical tension occupies news headlines in both states. In the US, suspicion and hostility against China have become a bipartisan agreement. The historically-rooted ostracization against Chinese Americans means that US-China relationship has deep implications on Chinese Americans’ lives, but research into how they negotiate this geopolitical tension is scant. Meanwhile, teaching transnational citizenship through social studies education can challenge the normative discourses of citizenship that often sustain nationalism and neglect migrants’ affiliation with multiple states, but how transnational citizenship is affected by geopolitical tension is an underexplored topic. Using Asian Critical Theory and transnational citizenship, this study interviewed Chinese migrant youths who received social studies education in both China and the US. While the youths reconstructed “Chineseness” and “Americanness” based on their lived experiences across borders, they also shared a pessimistically optimistic outlook toward the prospect of the US-China relationship. The youths developed a transnational citizenship that is characterized by their collective unbelonging in neither the US nor China. Their social studies curriculum failed to challenge the normative discourses of citizenship and failed to provide a critical space for them to discuss migration. This study also discusses the theoretical and pedagogical implications of the youths’ experiences. [ABSTRACT FROM AUTHOR]

The climate crisis is an urgent issue that requires immediate and significant international action and is tightly connected to several other global problems such as biodiversity loss, economic inequality, and countercurrents to democracy. Therefore, enabling the construction of an agentive role in relation to the crisis is a crucial task for education. According to the national core curriculum, Finnish social studies teaching should aim for active democratic citizenship. The article analyses the linguistic construction of agency in relation to climate issues in social studies textbooks from a discursive perspective, examining the rhetoric of positioning and addressing the reader as an active agent. The article draws an overall image of agency regarding the climate in textbooks and examines its implications. Four categories of orienting to the crisis and constructing agency in relation to it are identified: (1) constructing agency against the crisis; (2) stating the unsustainable nature of the current system; (3) enlisting ways of making an impact in general; and (4) representing the absence of crisis. Based on the findings, this article suggests that textbooks do not fully utilise their status as a forum for imaging our capacity to act to stop the climate crisis and, therefore, fall short of the goals set in the curriculum. [ABSTRACT FROM AUTHOR]

The marginalization of social studies has led to many questions about how elementary teachers include social studies in their curriculum. Using a survey distributed to Texas teachers, this study explores the instructional strategies, integration emphasis, and content area instructional time utilized in the elementary classroom. Through a quantitative study, results indicate a significant relationship with emphasizing controversial issues in social studies with language integration and art integration. Also, teachers in earlier grade levels were more likely to emphasize controversial issues than the older grade levels. Lastly, implications for teacher education are discussed. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) in secondary social studies education is revolutionizing the way students prepare for their future. By embedding 'Future Ready Practical Life Skills' into the curriculum, educators can effectively address the question, "Why do I have to learn this?" and equip students with the necessary competencies for success in college, careers, and active civic life in an AI-dominant future. This article explores how AI nurtures critical thinking, digital literacy, adaptability, ethical reasoning, and civic engagement -- skills that are crucial not only for navigating advanced technologies but also for dealing with daily life situations. By creating a dynamic and personalized learning experience, AI-driven social studies education fosters vital competencies for students to confidently face challenges and make informed decisions in their personal and civic lives. This paradigm shift in teaching and learning sets students up for success in an AI-shaped future while empowering them to navigate the complexities of daily life. [ABSTRACT FROM AUTHOR]

This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations' polities are unfolding. [ABSTRACT FROM AUTHOR]

This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of coloniality are registered, conceptualized, and disrupted. By opening our learning to the agency of more-than-humans and what they have witnessed, we ask: What might social studies be(come) if we (e.g., educators, students, researchers) affirmed the voices of more-than-human bodies in teaching and learning? And, what, if we quieted ourselves and listened, can we learn from more-than-human bodies who bear witness to the actions of humans across time and space? [ABSTRACT FROM AUTHOR]

Purpose: The 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 encounters with three civil war narratives. Design/methodology/approach: The article describes the author's critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications. Findings: The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice. Originality/value: The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified. [ABSTRACT FROM AUTHOR]

Purpose: Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, "In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?" Design/methodology/approach: This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs' Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis. Findings: The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms. Originality/value: TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning. [ABSTRACT FROM AUTHOR]

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We have learned that we, as teachers and teacher educators, need to be aware of the risk of reproducing uncritical approaches in educational interventions on migration. - Without crucially reflecting on their own practice, even social studies teachers dedicated to anti-racist thinking risk reproducing assimilationist values. - The article argues that this risk can be mitigated when teachers critically evaluate their own practice as a precondition for facilitating transformative learning in their students. Purpose: The article aims to critically reflect on a classroom situation where we, as upper secondary social studies teachers, were complicit in reproducing and soliciting assimilationist values in a student assignment. Design/methodology/approach: We use a critical reflective model to 1) reflect on our discomfort at this complicity, 2) analyse the assimilationist values reproduced, and 3) redesign the assignment to promote inclusive citizenship. Findings: The article exposes the risk and potential of being vulnerable about our practice as teachers and of opening the classroom as a safe space for critical thinking. Findings: More research is needed on how social studies teachers understand integration and how they (re)design their own assignments. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative study involved interviews with 31 social studies educators (teachers, district leaders, teacher educators, and state social studies specialists) who took part in standards development committees across 18 states and Washington, DC. Researchers found that some participants were able to form communities of practice and believed they had agency to enact goals, such as incorporating inquiry and increasing diversity into the standards. However, teacher participants, in particular, reported that their sense of agency diminished as standards moved through the process. Many participants did not believe that the final standards represented their community of practice's shared goals, but instead the goals of others outside their community, such as politicians or special interest groups. We conclude with several recommendations for the improvement of state standards creation and review processes. [ABSTRACT FROM AUTHOR]

In this interpretative case study, the researchers examined the democratic and multicultural beliefs and related practices of 11 preservice social studies teachers in the northeastern United States. They collected interview, observation, and classroom artifact data throughout the participants' teacher preparation experience. Using Banks's typology of citizenship as the theoretical framework, this study found: (1) Most of the participants had clear definitions of democratic citizenship, but only a few had a specific focus on critical multiculturalism. (2) Participants with strong content knowledge and social justice beliefs were better able to enact classroom-based multicultural democratic education. This study illuminates the need to prepare beginning teachers to teach for a multicultural view of democratic citizenship through building on their prior beliefs and supporting their use of justice-oriented practice. [ABSTRACT FROM AUTHOR]

Critical thinking is the skill to objectively analyze, evaluate, and solve problems using logical and rational thinking. Critical thinking skills are useful in many aspects of life, including making effective decisions and evaluating arguments. Students’ critical thinking skills refer to students’ skills to actively analyze, evaluate, and solve problems rationally. The purpose of this research is to know the analysis of critical thinking skills in IPS education programs. This literature review study used the systematic literature review (SLR) method. The analysis showed that there is variation in the level of critical thinking ability among social studies students. Some students may demonstrate higher abilities in analyzing, evaluating, and relating social studies-related information, while others may still need to improve their critical thinking skills. The need for improvement in the critical thinking skills of social studies education students; and the need for an increase in learning approaches that focus on the development of critical thinking. Teachers can integrate teaching strategies that stimulate analytical thinking. [ABSTRACT FROM AUTHOR]

This article presents the findings from a yearlong narrative inquiry of teacher enactment of state mandated curricular reform in middle level social studies. Four brief narratives and cross-narrative themes are presented to provide examples of the complexities of teacher decision making and positionality when implementing new reforms. Analysis found teachers engaged in dynamic processes of interpreting, negotiating, and responding when enacting the SS reforms. Further, this enactment manifested in three themes. These found teachers engaging in ethical determinations, grappling with competing expectations, and feeling fatigued resistance. This article provides a nuanced, narrative perspective on teacher enactment of SS curricular reforms, finding teacher perceptions an important, but not all-encompassing element of teacher decision making. [ABSTRACT FROM AUTHOR]

Researchers and practitioners in social studies education have not often taken up responsibilities to Indigenous communities on whose Lands they work and live. Drawing on Indigenous research methodologies, along with specific Indigenous stories and artwork, four authors of varied positionalities, contexts, and regions offer conceptual and methodological insight into disrupting settler colonial research habits and sustaining commitments with Indigenous Communities. Through vignettes describing our own research practices, we propose three attributes of anticolonial participatory research responsibility in social studies. We emphasize the need for Indigenous leaders to drive research processes and planning; integrated, relational views of theory, practice, research, and policy to transcend binary understandings and colonial outcomes of social studies education; and long-term, reciprocal partnerships with community members, to center Indigenous community practices and Knowledges in order to expand possibilities for social studies education. The article explores these features, their demands, and implications for all readers as educators on Indigenous Lands. [ABSTRACT FROM AUTHOR]

Purpose: Evaluate a methodology for developing community-based social studies education field laboratories; develop a comprehensive model for field laboratories, integrating classroom learning with realworld applications; provide insights for integrating field laboratories into social studies education, emphasizing experiential learning and community engagement. Method: This mixed method research design, adopting both qualitative and quantitative techniques, employed interviews, documentation, and questionnaire as data collection instruments. The qualitative data examined the objectives of research as well as design and learning products; the quantitative data showed trial results of field laboratory through the response scores of expert validators and respondents. Findings: By following the concept of living laboratory, learning becomes a participatory experience of events that are actually present and takes place in the practice of life. In addition, learning that involves facilitative relationships carried out by lecturers to students in a more egalitarian atmosphere will make the learning process more fun and creative. The study thus proves the dynamics that the phenomenon under study can be experienced and understood contextually and actually. Implications for Research and Practice: A community-based social studies education field laboratory development model can also be developed virtually in response to the conditions of the COVID-19 pandemic outbreak which initiated policies like learning from home. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social studies education research lauds the importance of schools as spaces to practice democratic values while also largely ignoring the agency youth exercise to shape their lives in the present. This article explores how young people organize and enact democratic practices within youth-mediated contexts in schools by examining the pedagogy of solidarity that adults must enact to support youths' visions of democratic life. This qualitative study examines youth organizers' response to the murder of a Black man in their community and how adults acted in solidarity or against their civic action. The findings elucidate how youth organizing and action can be re-framed as democratic actions and what it takes for adults to make this epistemic and ontological maneuver. The article concludes with a discussion about implications for social studies research when centering youth agency, as well as an analysis of social education beyond the classroom and adult-centered understandings of democratic education. [ABSTRACT FROM AUTHOR]

The current research aims to reveal how place-based education (PBE) increases prospective social studies teachers' awareness of the local community and develops a sense of place in them. We employed the case study model to achieve this purpose. In the first stage of the study, each of the 14 participants studying at a public university located in Konya, a city in south-central Turkey, interviewed 10 people to determine local people's level of awareness of local historical and cultural elements. In the second stage, the participants developed various projects based on the data obtained from the interviews to increase local people's awareness of local historical and cultural heritage elements. In the third stage, the participants submitted their projects to relevant stakeholders. We evaluated the data by using the content analysis method. The results of the study showed that PBE applications promoted prospective teachers' sense of place and social participation skills. Besides, it was determined that these applications contributed to the active learning, communication, research, and historical thinking skills of the participants. The results are discussed with the relevant literature in terms of integrating PBE applications into undergraduate education, and some suggestions are presented. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social studies education assumes primary responsibility in emphasizing the place of women in society, teaching their rights, and revealing the roles of women in history. In addition, individuals living in society can learn how to live together as men and women through this education and can learn what rights women have as human beings and what their roles are in history. Social studies should have a special place, especially in terms of women's representation. In this context, the studies that can guide the level and the way women's representation should be in the components of the Social Studies education process books, curriculum, measurement-evaluation materials, course materials, etc. are important. Therefore, this study aims to evaluate the research on the representation of women in Social Studies education. In this qualitative study, data were collected through document analysis. First of all, the databases from which the data would be obtained were determined and the researches that would be included in the scope of the study were selected through keyword groups in the determined databases. In the study, 4 postgraduate theses, 9 articles, and 1 paper were studied. Descriptive content analysis was utilized in the analysis of the studies. When the results of the studies are considered, it is understood that there are negative results about the representation of women or that emphasize a deficiency. On the other hand, it is seen that there are positive results in favour of women in terms of women's representation. Based on these results, it has been suggested that the number of studies on both the representation of women and how women are represented in Social Studies education should be increased, and women should be represented more in Social Studies education materials and textbooks to guide program developers and textbook writers. [ABSTRACT FROM AUTHOR]

This article examines how teachers and students connect disciplinary knowledge to contexts outside the classroom in naturally occurring teaching in 80 Nordic lower secondary social studies lessons using a standardized observation manual. We found evidence that teachers often connected disciplinary knowledge to students' experiences and wider societal issues. However, our findings highlight interesting differences in the extent to which teachers unpack such connections to situations outside of school. Departing from the discussion on powerful knowledge within subject-specific education, we discuss the educational potential and limitations of recontextualising and establishing interactions between horizontal and vertical discourse in social studies teaching. Our findings provide empirical insights that are relevant for the ongoing discussion on powerful knowledge as well as for teachers' professional development. [ABSTRACT FROM AUTHOR]

It is a common contention that education done uncritically and unreflectively may serve to sustain and justify the status quo, in terms of mechanisms of cultural or racial privileging and marginalization. This article explores an argument made from within anti-oppressive education theory and advocated by theorist Kevin Kumashiro, namely that transformative education must entail altering harmful citational practices. I see two shortcomings in relation to this argument: first, its focus on discursive practice entails a prerequisite of high discursive literacy. Second, it may lead to a failure to give credit to people's intentions, risking a conflation of honest mistakes and wilful ignorance, and depriving us of theoretical nuance. While a well-argued and important call, I argue in this article that both shortcomings lead to the risk of a polarized conversation. Focusing on cultural, ethnic, and racial categorization, and using social studies as an illustration, it is suggested that applying notions from the theoretical concept of epistemic injustice may open up a space for granting nuanced credit to people's intentions, thereby mitigating the risk of polarization. Rather than viewing attention to outcome and attention to intention as oppositional to one another, it is argued that both theoretical perspectives may benefit from the insights of the other. By applying needed context-specificity and nuance to categorizations of dominance and marginalization in individual discursive exchange, this can be done without granting priority to the experience of dominantly situated knowers. [ABSTRACT FROM AUTHOR]

The Harezmi education model is a teaching model that was designed to equip students with various types of skills about various subjects or problem situations in an interdisciplinary manner. The research examined the students' views and the effects of using the Harezmi Education Model for teaching the social studies course on the students in terms of academic achievement, permanent learning, meta-cognitive awareness. The research was carried out using the diversification of (parallel-convergent design) mixed methods. The quantitative dimension of the research was conducted using a quasi-experimental pre-test/post-test control group design. Qualitative research was carried out with case study using a holistic single case design. The study group consists of a total of 54 students studying in the seventh grade of secondary school. Quantitative research data were collected with an Academic Achievement Test and the Junior Meta cognitive Awareness Inventory (Jr.MAI). Qualitative data were collected with student interview forms, self-evaluation forms and Harezmi student activity diaries. Mann Whitney U test, Wilcoxon signed-rank test and Friedman test statistics were used for the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques. As a result of the analysis, tables were prepared, and statistical information and some student opinions were presented. It was concluded that using the Harezmi Education Model for the purpose of teaching the social studies course had a significant positive effect on the academic achievement and meta cognitive awareness of the students. However no statistically significant effect of the Harezmi Education Model could be determined on permanent learning. The students described the social studies lessons taught using the Harezmi Education Model as catchy, entertaining, surprising, and useful. In line with the results, suggestions were presented about the dissemination of the Harezmi Education Model and the implementation of the model on different courses. [ABSTRACT FROM AUTHOR]

The research aimed at investigating the relationship between social studies education and students' attitude towards marriage and divorce. The theoretical framework of the study is hinged on Bowenian family systems theory. The theory was posit that human beings function as an emotional unit and are easily understood along their problem when they are viewed within the context of their family bonds and relationships. The study adopted the correlational survey design. A questionnaire titled Questionnaire on Attitude towards Marriage and Divorce (QATMD) was used for data collection. A sample size of four hundred (400) students was selected using simple random sampling technique. Four mixed schools will be selected each from Oredo and Orhionmwon local government areas. Fifty students will be randomly selected from each of these schools. Two hypotheses were raised to guide this study and was tested at 0.05 level of significance. The reliability of the instrument was determined using the Cronbach Alpha statistics and a reliability coefficient of 0.775 and 0.880 was obtained. The data collected were analyzed using Pearson correlation statistics and linear regression. The results showed that students' knowledge of social studies education have significance relationship to their attitude towards marriage and divorce. Based on the findings, it was recommended amongst that divorce should be discouraged in its entirety through social studies education as it can make some children experience pain, confusion, anger, hate, bitterness, sense of selfdoubt, and so on. [ABSTRACT FROM AUTHOR]

Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT's popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT's terrain in social studies education research. Starting from Ladson-Billings's watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how scholars have positioned CRT within social studies education research to foreground the relationship between citizenship and race. Overall, findings from our theoretical review illustrated that contrary to the proliferation of CRT in educational research, CRT was slow to catch on as a theoretical and analytic framework in social studies education, as only seven of the articles in our analysis were published between 2004 and 2010. However, CRT emerged as a viable framework for the examination of race, racism, and racialized citizenship between 2011 and 2019, with a majority of these studies emphasizing (a) the centrality of race as a core tenet of CRT, (b) idealist interrogations of race, (c) the perspectives of teachers of color and White teachers in learning how to teach about race, and (d) the role of race and racism in curricular analyses that serve as counternarrative to the master script of the nation's linear social progress in social studies education. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders. Design/methodology/approach: As the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day. Findings: LLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge. Originality/value: This article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts. [ABSTRACT FROM AUTHOR]

Race shapes the policies and history of the United States. Current research shows that state-approved social studies content standards are written in a non-racial and colour-evasive whiteness language that reinforces racist policies and practices in education. This qualitative framework analysis study examines the language of social studies content standards from New Mexico and Texas; two states on the US-Mexico border. This research, theoretically grounded in Critical Race Theory and Critical Whiteness Studies, analyses how the silent schooling of whiteness uses language to support racist ideals in social studies content to promote property rights and wealth over human rights. Furthermore, whiteness language in education reinforces the racist power structure by intentionally silencing culturally relevant and anti-racist instruction to students. Learning to identify whiteness language is an important step towards developing racial literacy, cultural responsiveness and social justice in social studies education. [ABSTRACT FROM AUTHOR]

Migration is known to cause problems in many areas such as economic, social, cultural, legal, security and education. In this context, migration leads to some changes and transformations that will require social and cultural harmony. Adapting to these changes is through education. When it comes to social and cultural harmony, Turkish and Social Studies education comes to mind. Therefore, it is necessary to examine the studies dealing with how the phenomenon of migration and its elements are transferred to the Turkish and Social Studies educational environment and teaching processes. In this study, it is aimed to systematically analyze the researches on the phenomenon of migration in Turkish and Social Studies education as a whole and to determine its general tendency. In this qualitative study, data were collected by document review. A total of 12 studies, four in Turkish education and eight in Social Studies education, were examined. Descriptive content analysis was used in the analysis of these studies. As a result of the analyzes, it was determined that the researches were mostly structured with a qualitative approach and the type and size of the sample/workgroup/data source, data collection methods/tools, and data analysis methods supported this. When the research results are evaluated in general, it is recommended to increase the number of studies on the phenomenon of migration in Turkish and Social Studies education and the number of studies that determine the general trend of these studies. [ABSTRACT FROM AUTHOR]

To prepare their students to navigate online information about current issues, teachers must be able to critically read a range of diverse and complex data visualizations. This study presents findings from task-based interviews with 25 social studies teachers on their instructional beliefs about the use of diverse data visualization types. In the interviews, teachers ranked two sets of data visualizations for their usefulness in teaching. One set was drawn from textbooks and the other from online media in order to highlight the challenges of visual complexity. The teachers' rationales for their choices showed that they primarily think of data visualizations as unproblematic and discrete information instead of as sources of evidence that need to be critically evaluated. The results contribute to our understanding of teachers' thinking about the uses of visual information and suggest implications for preparing teachers to assist students to critically evaluate online visual information. [ABSTRACT FROM AUTHOR]

This study aims to describe components and levels of upper secondary social science students' reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning by proficiency levels and identify common flaws in students' reasoning. The papers were written by upper secondary social science students from eight schools in the Netherlands. We defined social scientific reasoning in terms of three components (describing, explaining, and solving problems) and five reasoning activities (causal analysis; use of social scientific concepts, models, and theories; use of evidence; use of perspectives and reflections on them; and comparing). We described these reasoning activities in three proficiency levels supported by practical examples and rubrics for students' reasoning. These insights can inform teachers and teacher educators in monitoring students' progression and designing teaching materials and activities that can promote students' social scientific reasoning. [ABSTRACT FROM AUTHOR]

Studies in the field of neuroscience have gained speed with the development of technology. Educators also have not been indifferent to the results of neuroscience studies in the context of brain and learning and tried to combine education with various learning methods such as brainbased learning. This situation has brought many problems with it. Normally, neuromyth, which is a term of the medical area, is also used to express the wrong opinion from the misreading or misunderstanding of neuroscience studies. Three neuromyths are very common in the educational context. The most important organ that plays an active role in learning is the brain. The fact that teacher candidates also have neuromyths for learning will undoubtedly affect education and cause neuromyths to continue to exist. In this context, the aim of the research is to determine the correct knowledge and neuromyths of social studies teacher candidates about brain functions. The research was designed with the scanning model, which is one of the quantitative methods. The participants of the study were determined by criterion sampling, which is one of the purposeful samplings. In this context, the sample of the research consisted of 2nd, 3rd, and 4th-grade social studies teacher candidates. The reason for choosing this sample group is that the pre-service teachers took a course called "educational psychology" in the first grade. 126 teacher candidates participated in the research. The data were analyzed through a quantitative statistics program and descriptive statistics. Based on the research findings, it was concluded that social studies teacher candidates have many neuromyths such as brain and learning-related brain hemispheric specialization, learning styles, Omega-3 fish oils, and critical periods. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has introduced measures such as border closures and travel restrictions that have never been experienced before. People around the world have started projecting their anxieties, fears, and feelings of hatred onto specific groups rather than seeking solutions to the problem. This has resulted in acts of hatred and discriminatory behavior towards Asians and others. So, what about South Korean society? Is it effectively fulfilling its role in promoting global citizenship through social and educational means? In this study, big data on Southeast Asia has been collected and analyzed for about two years since January 2020, when the COVID-19 outbreak started spreading across the globe, to find out the perception of Korean society on Southeast Asia. According to the big data analysis results that come from socialization created by the news and the media, which is the leading cause of prejudice against Southeast Asia in Korean society. In particular, the passive attitude of academia, which should present the correct standards and directions, was made worse, as seen in social studies textbooks. As a result, intensive efforts of social studies education to critically view the media are essential in order to correct the prejudice that causes negative emotions toward Southeast Asia in Korean society in the short-term plan. In the long-term plan, it is necessary to reorganize the national-level curriculum and review the textbook contents through verification by regional research experts. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the aim is to examine the trends of studies in global education regarding social studies education. The descriptive survey method, one of the quantitative research methods, was used in the study. Within the scope of the research, a systematic literature review was conducted using the keywords ‘social studies’ and ‘global education’ in the Web of Science (WoS) database. In the data collection process of the research, academic studies in the Web of Science (WoS) indexes were accessed. 2,182 academic studies in the category of ‘Education/Educational Research’ between 2000-2023 were included. As a result of the research, it was found that studies in global education regarding social studies have been researched since 2000, the studies have increased regularly since 2005, the most common type of publication in global education regarding social studies is articles, the journals in which these articles are published are mostly open access, and English is one of the languages with the highest frequency of publication. [ABSTRACT FROM AUTHOR]

Technological developments in the 4.0 revolution affect aspects of life, including the educational aspect. Currently, the learning components are technology-based, such as podcasts as learning media. So that it becomes an opportunity for students to understand digital literacy through podcasts as a learning media in the classroom with social studies subjects. This study aims to describe the creation of podcast-based social studies learning media model to improve students' digital literacy. The research uses Research and Development with qualitative and quantitative approaches, data collection techniques using observation, interviews, document studies, focus group discussions, and data analysis techniques using regression correlation. The research subjects are students at Universitas Pendidikan Indonesia, Bandung, Indonesia. The results from these studies showed that using digital-based learning media, namely podcasts in social studies subjects, had a good impact and a significant effect on students' digital literacy skills. The application of podcast-based learning media products will work well if they are supported by several funding elements, namely: 1) the involved issues are contemporary; 2) the use of the latest design; 3) in the design of materials, there is a collaboration between lecturers and students. [ABSTRACT FROM AUTHOR]

Purpose: This study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction. Design/methodology/approach: Seventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons. Findings: The findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education. Originality/value: The article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Yaratici Drama Dergisi is the property of Yaratici Drama Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although inquiry-based instruction has been a centerpiece of progressive visions of social studies education almost since its inception as a school subject a century ago, teachers often struggle to conceptualize it in ways that make true inquiry possible for their students. In this essay I suggest that social educators strengthen their connection with John Dewey's pragmatic epistemology as the foundation of inquiry-based teaching in social studies, arguing in support of an approach that holds the promise of advancing goals associated with meaningful democratic citizenship education. [ABSTRACT FROM AUTHOR]

This article engages with three commonly traversed social studies topics—depictions of violence and death from the French Revolution, during the Vietnam War, and regarding U.S. histories of racial segregation—through the lens of Achille Mbembe's necropolitics (i.e., political and social machinations of power that determine who lives and who dies). In particular, this article theorizes how specific necropolitical concepts (e.g., necropower, the living dead, and slow death) can be a generative and powerful form of analysis for social studies educators and their students that exposes intersecting complexities between life, death, political alliance, and power. While this article argues that social studies curriculum is replete with undertheorized moments of death and underutilized opportunities to engage with death, this scholarship is guided by the questions: "What place is given to life, death, and the human body (in particular the wounded or slain body)? How are they inscribed in the order of power?" The overall aim of a necropolitical engagement is to foster a deeper understanding of why/how death continues to disproportionately come into being again and again for specific, targeted peoples. [ABSTRACT FROM AUTHOR]

Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today's circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this article, scholars from various sub-fields of social studies education explore how research, scholarship, and practice in the field can address seven of these persistent civic challenges: ecological sustainability, media literacy, equity and inclusion, civic engagement, political pluralism, civic competency, and sociohistorical change. Essays on each of these topics analyze relevant prior research and offer suggestions for how future research and scholarship can explore how educators can help to address these persistent civic challenges, with the goal of supporting robust participatory democracy. [ABSTRACT FROM AUTHOR]

The aim of this study is to reveal the views of pre-service social studies teachers about the teaching practice process. The data of this research, which was conducted as a qualitative study, were obtained from interviews with 13 volunteer pre-service social studies teachers selected by criterion sampling method in 2021-2022. The research data were collected with a 10-question interview form prepared by the researchers. Content analysis method was used to analyse the data obtained. The findings obtained as a result of the data analyses were presented under four headings: Prospective teachers' expectations from the teaching practice process, prospective teachers' relations with the stakeholders of the teaching practice process, problems of the teaching practice course and suggestions for solving the problems. Tables related to coding and categories are given under the headings and some of the opinions that are the source of these codes are presented as cross-sections. As a result, it was determined that pre-service teachers expected the teaching practice process to prepare them for the teaching profession, but this expectation was not fully met. Reasons such as insufficient time, indifference of the stakeholders of the process, and lack of co-operation between the university and the school were cited as reasons for this. In line with the findings obtained as a result of the research, suggestions were made to increase the duration of the teaching practice process and to strengthen stakeholder communication. [ABSTRACT FROM AUTHOR]

Inquiry-based learning is becoming a widely recognized and used pedagogical approach. However, existing research has largely focused on inquiry learning in science education, neglecting fields such as social studies (SS). In Singapore, inquiry learning in SS received an impetus when a component called "Issue Investigation" (II) was introduced into the compulsory secondary school syllabus of 2016. Given the recency of this introduction, there has been a lacuna of empirical research. Addressing both these research gaps, this paper presents qualitative findings from a preliminary study of Singapore secondary school SS teachers' perspectives and experiences relating to II. Building on a recognition of teacher agency and of the role teachers play in mediating curriculum and teaching/learning, this paper focuses on how teachers interpret the nature of inquiry learning in SS in the Singapore context. Findings suggest that teachers held broadly two conceptions of II: some saw it as aimed towards working out practical solutions to societal issues in the spirit of participative citizenship; others treated it akin to a social science inquiry process that fostered critical and analytical thinking. In addition, the challenges teachers encountered in implementing and enacting II, and their coping strategies are also briefly discussed. [ABSTRACT FROM AUTHOR]

This study aims to examine the effects of a social studies course supported by stories on the critical and empathetic thinking skills of 4th-grade students. The study was conducted according to the intervention design, a method used in mixed-method research. The 10-week study was conducted in two public schools in Gaziantep in the 2018-2019 academic year. The Critical Thinking Achievement Test developed by Eğmir and Ocak (2016) and the Empathy Scale for Children developed by Bryant and adapted to Turkish by Yılmaz-Yüksel (2004) were used to collect quantitative data. Semi-structured interview forms, semi-structured observation forms, and a research diary were used to collect qualitative data. The qualitative data were analyzed by content analysis and descriptive analysis. Quantitative data were analyzed by Shapiro-Wilks test, T-test for unrelated measurements, T-test for related measurements, and Wilcoxon Signed Rank Test. In addition, the effect size of the experimental intervention was calculated using eta squared (n 2) for parametric tests and Pearson's Correlation Coefficient (r) for non-parametric tests. The significance level was taken as .05 for statistical analysis. The study results show that using stories in the social studies course significantly impacted the development of students' critical and empathetic thinking skills in the experimental group and the experimental intervention had a high effect size. In addition, the students' opinions suggest that cognitive and affective features, language skills, and content such as empathy, interpretation, deduction, fast and meaningful reading, analyzing, knowledge acquisition, inferring, effective responding, and listening can be developed by enriching the social studies courses with stories. [ABSTRACT FROM AUTHOR]