Social Studies Research and PracticeTable of Contents for Social Studies Research and Practice. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1933-5415/vol/18/iss/3?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSocial Studies Research and PracticeEmerald Publishing LimitedSocial Studies Research and PracticeSocial Studies Research and Practicehttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/3fe397902d21a16cecc514ab81cbf758/urn:emeraldgroup.com:asset:id:binary:ssrp.cover.jpghttps://www.emerald.com/insight/publication/issn/1933-5415/vol/18/iss/3?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe possibilities of teaching the past: fifth grade teachers' instructional choiceshttps://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2022-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make? In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards. Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies. This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.The possibilities of teaching the past: fifth grade teachers' instructional choices
Kristy A. Brugar
Social Studies Research and Practice, Vol. 18, No. 3, pp.181-197

The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?

In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.

Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.

This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.

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The possibilities of teaching the past: fifth grade teachers' instructional choices10.1108/SSRP-12-2022-0035Social Studies Research and Practice2023-08-03© 2023 Emerald Publishing LimitedKristy A. BrugarSocial Studies Research and Practice1832023-08-0310.1108/SSRP-12-2022-0035https://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2022-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The learner's pathway to argumentation: an analysis of social studies inquiry designhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-05-2023-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to illuminate for social studies teachers and teacher educators the ways in which students' disciplinary writing is scaffolded within the context of the inquiry design model; trends in such scaffolding are called “the learner's pathway,” since it leads students to more abstract levels of historical argumentation. The author argues that engaging historical writing genres is a necessary component of historical thinking and that understanding the ways that teachers support students' historical writing capacities can help them to make more intentional choices when building inquiries. To study genre-related scaffolding across inquiries, this study draws on systemic functional linguistics (SFL)-based genre theory as an analytical structure and seventy-four history-focused secondary social studies inquiries to determine any patterns in the ways that teachers scaffold students' writing genres through an inquiry. Findings suggest that there is a learner's pathway that teachers use to develop students' argumentative writing capacities; however, there is also evidence to suggest that notetaking and source synthesis are not valued instructional products, limiting the potential impact of historical thinking work within the inquiry process. The existence of this learner's pathway has implications for the ways that teachers and preservice teachers can be professionally developed to leverage this pathway. Rather than the often-used methods of support students' generic writing capacities, professional development should focus on the ways social studies teachers can guide students to more abstract reasoning through their writing. This study's findings also have implications for the ways that social studies teachers assess students' summative arguments. Assessment practices should focus on the genre-features of “argument” rather than just the stages of the argumentative essay. This piece is original because genre-based research is missing from much of the social studies education research. This study's findings present an additional paradigm through which social studies teachers and teacher leaders can explore the purposes of historical writing tasks and assessment.The learner's pathway to argumentation: an analysis of social studies inquiry design
Jason Fitzgerald
Social Studies Research and Practice, Vol. 18, No. 3, pp.198-217

The purpose of this paper is to illuminate for social studies teachers and teacher educators the ways in which students' disciplinary writing is scaffolded within the context of the inquiry design model; trends in such scaffolding are called “the learner's pathway,” since it leads students to more abstract levels of historical argumentation. The author argues that engaging historical writing genres is a necessary component of historical thinking and that understanding the ways that teachers support students' historical writing capacities can help them to make more intentional choices when building inquiries.

To study genre-related scaffolding across inquiries, this study draws on systemic functional linguistics (SFL)-based genre theory as an analytical structure and seventy-four history-focused secondary social studies inquiries to determine any patterns in the ways that teachers scaffold students' writing genres through an inquiry.

Findings suggest that there is a learner's pathway that teachers use to develop students' argumentative writing capacities; however, there is also evidence to suggest that notetaking and source synthesis are not valued instructional products, limiting the potential impact of historical thinking work within the inquiry process.

The existence of this learner's pathway has implications for the ways that teachers and preservice teachers can be professionally developed to leverage this pathway. Rather than the often-used methods of support students' generic writing capacities, professional development should focus on the ways social studies teachers can guide students to more abstract reasoning through their writing. This study's findings also have implications for the ways that social studies teachers assess students' summative arguments. Assessment practices should focus on the genre-features of “argument” rather than just the stages of the argumentative essay.

This piece is original because genre-based research is missing from much of the social studies education research. This study's findings present an additional paradigm through which social studies teachers and teacher leaders can explore the purposes of historical writing tasks and assessment.

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The learner's pathway to argumentation: an analysis of social studies inquiry design10.1108/SSRP-05-2023-0035Social Studies Research and Practice2023-08-28© 2023 Emerald Publishing LimitedJason FitzgeraldSocial Studies Research and Practice1832023-08-2810.1108/SSRP-05-2023-0035https://www.emerald.com/insight/content/doi/10.1108/SSRP-05-2023-0035/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
What does oppression look like in 2022 notable books?https://www.emerald.com/insight/content/doi/10.1108/SSRP-08-2023-0042/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression. From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers. Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts. This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education. This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.What does oppression look like in 2022 notable books?
Xiaoying Zhao, Misha Khan, Shengtian Wu
Social Studies Research and Practice, Vol. 18, No. 3, pp.218-230

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

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What does oppression look like in 2022 notable books?10.1108/SSRP-08-2023-0042Social Studies Research and Practice2023-09-28© 2023 Emerald Publishing LimitedXiaoying ZhaoMisha KhanShengtian WuSocial Studies Research and Practice1832023-09-2810.1108/SSRP-08-2023-0042https://www.emerald.com/insight/content/doi/10.1108/SSRP-08-2023-0042/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Exploring a field-tested, substantive exchange of ideas: a discussionhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-02-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHere the authors thoroughly explore a field-tested exchange of ideas, a discussion. The authors share a robust discussion script that models a wise-practice pedagogical approach for promoting civic competence [problem-based historical inquiry (PBHI)] and then describe precisely how the discussion is an exemplar of that approach. Scores of teachers and teacher educators have participated in this discussion in real-world classroom settings. This was first experienced during a professional development seminar at the University of Prishtina in Kosovo when the first author, working with Kosovar colleagues including the second author, led this seemingly impromptu discussion of major values in conflict over the issue of whether Kosovo's government should make tobacco use illegal. This has since been implemented in several undergraduate and graduate education courses in the United States of America. The discussion script contains two types of text: (1) traditional text – default formatting – which constitutes the semi-structured wording a discussion leader would say aloud and (2) supplementary text – italicized formatting – that provides educative suggestions for professional development. Finally, the authors share suggestions for revising this discussion for future iterations and ways teachers and teacher educators can further develop the skills for facilitating discussions.Exploring a field-tested, substantive exchange of ideas: a discussion
Cory Callahan, Bahtije Gerbeshi Zylfiu
Social Studies Research and Practice, Vol. 18, No. 3, pp.231-241

Here the authors thoroughly explore a field-tested exchange of ideas, a discussion. The authors share a robust discussion script that models a wise-practice pedagogical approach for promoting civic competence [problem-based historical inquiry (PBHI)] and then describe precisely how the discussion is an exemplar of that approach.

Scores of teachers and teacher educators have participated in this discussion in real-world classroom settings. This was first experienced during a professional development seminar at the University of Prishtina in Kosovo when the first author, working with Kosovar colleagues including the second author, led this seemingly impromptu discussion of major values in conflict over the issue of whether Kosovo's government should make tobacco use illegal. This has since been implemented in several undergraduate and graduate education courses in the United States of America.

The discussion script contains two types of text: (1) traditional text – default formatting – which constitutes the semi-structured wording a discussion leader would say aloud and (2) supplementary text – italicized formatting – that provides educative suggestions for professional development.

Finally, the authors share suggestions for revising this discussion for future iterations and ways teachers and teacher educators can further develop the skills for facilitating discussions.

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Exploring a field-tested, substantive exchange of ideas: a discussion10.1108/SSRP-02-2023-0011Social Studies Research and Practice2023-07-03© 2023 Emerald Publishing LimitedCory CallahanBahtije Gerbeshi ZylfiuSocial Studies Research and Practice1832023-07-0310.1108/SSRP-02-2023-0011https://www.emerald.com/insight/content/doi/10.1108/SSRP-02-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Early preservice teachers' development of social studies inquiry projectshttps://www.emerald.com/insight/content/doi/10.1108/SSRP-02-2023-0013/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPreservice teachers (PSTs) typically have few opportunities to observe social studies instruction in PSTs' elementary field placements. To practice effective integration as a pathway to include more social studies instruction, PSTs developed a unit plan based on inquiry during an undergraduate methods course. The purpose of this study was to explore what scaffolds were effective in PSTs' development of social studies inquiry projects. The author used a multiple case study approach, examining initial submissions, feedback and resubmissions as PSTs developed PSTs' inquiry projects. The data were analyzed with an eye on PSTs' ability to plan a unit according to the four dimensions of the C3 Framework's inquiry arc (National Council for the Social Studies [NCSS], 2013). The author analyzed data related to PSTs’ area of highest need from PSTs' initial submissions: staging the task, formative tasks and resources. PSTs were able to develop inquiry projects after being supported in their (1) organization, (2) clarity, (3) alignment and (4) developmental appropriateness. This study shows that novice teachers can create high-quality social studies learning experiences in elementary school when provided appropriate supports (in this case, feedback about organization, clarity, alignment and developmental appropriateness). With the tools to develop such projects, new teachers may be able to increase the amount of social studies taught in elementary classrooms.Early preservice teachers' development of social studies inquiry projects
Matthew C. McParker
Social Studies Research and Practice, Vol. 18, No. 3, pp.242-267

Preservice teachers (PSTs) typically have few opportunities to observe social studies instruction in PSTs' elementary field placements. To practice effective integration as a pathway to include more social studies instruction, PSTs developed a unit plan based on inquiry during an undergraduate methods course. The purpose of this study was to explore what scaffolds were effective in PSTs' development of social studies inquiry projects.

The author used a multiple case study approach, examining initial submissions, feedback and resubmissions as PSTs developed PSTs' inquiry projects. The data were analyzed with an eye on PSTs' ability to plan a unit according to the four dimensions of the C3 Framework's inquiry arc (National Council for the Social Studies [NCSS], 2013).

The author analyzed data related to PSTs’ area of highest need from PSTs' initial submissions: staging the task, formative tasks and resources. PSTs were able to develop inquiry projects after being supported in their (1) organization, (2) clarity, (3) alignment and (4) developmental appropriateness.

This study shows that novice teachers can create high-quality social studies learning experiences in elementary school when provided appropriate supports (in this case, feedback about organization, clarity, alignment and developmental appropriateness). With the tools to develop such projects, new teachers may be able to increase the amount of social studies taught in elementary classrooms.

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Early preservice teachers' development of social studies inquiry projects10.1108/SSRP-02-2023-0013Social Studies Research and Practice2023-08-25© 2023 Emerald Publishing LimitedMatthew C. McParkerSocial Studies Research and Practice1832023-08-2510.1108/SSRP-02-2023-0013https://www.emerald.com/insight/content/doi/10.1108/SSRP-02-2023-0013/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Shirley Chisholm: trailblazer or catalyst for change?https://www.emerald.com/insight/content/doi/10.1108/SSRP-05-2023-0032/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestShirley Chisholm: trailblazer or catalyst for change?Shirley Chisholm: trailblazer or catalyst for change?
Jill M. Gradwell, Jillian Duffy, Vincent Musolino
Social Studies Research and Practice, Vol. 18, No. 3, pp.268-281]]>
Shirley Chisholm: trailblazer or catalyst for change?10.1108/SSRP-05-2023-0032Social Studies Research and Practice2023-11-06© 2023 Emerald Publishing LimitedJill M. GradwellJillian DuffyVincent MusolinoSocial Studies Research and Practice1832023-11-0610.1108/SSRP-05-2023-0032https://www.emerald.com/insight/content/doi/10.1108/SSRP-05-2023-0032/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
An interdisciplinary study of racial violence through place in grades 3–12https://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2022-0033/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance. The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts. Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens. This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.An interdisciplinary study of racial violence through place in grades 3–12
Lisa Buchanan, Cara Ward, Donyell Roseboro, Denise Ousley
Social Studies Research and Practice, Vol. 18, No. 3, pp.282-297

This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.

The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.

Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.

This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.

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An interdisciplinary study of racial violence through place in grades 3–1210.1108/SSRP-12-2022-0033Social Studies Research and Practice2023-07-11© 2023 Emerald Publishing LimitedLisa BuchananCara WardDonyell RoseboroDenise OusleySocial Studies Research and Practice1832023-07-1110.1108/SSRP-12-2022-0033https://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2022-0033/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The power(s) of to learn about the Cold Warhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0015/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestIn this article, we use the film Bridge of Spies – which depicts the case of U-2 spy pilot Francis Gary Powers – and relevant primary sources, particularly Powers' letters from prison, to provide teachers with a case that can engage students with the complexity of the Cold War. Understanding USA–Russia relations is as important today as ever as we watch the tragedy unfold in Ukraine. Using primary sources to reflect on the Cold War can help secondary students understand the historical context of the war in Ukraine as well as how to evaluate and critique sources of information about the war. The film and personal letters provide insights often not available or obvious when we focus on the political or military history of an event or time period. The Cold War is frequently defined by the rhetoric of the USA and Union of Soviet Socialist Republics (USSR) governments – but everyday people and citizens had a wider range of views and experiences. The film and letters bring out the humanity of the Cold War. This article supports secondary teachers in incorporating film and primary sources as teaching tools to study the Cold War while more broadly thinking about these sources as ways to understand the past. The letters used, including those from U-2 spy pilot Francis Gary Powers, help us understand his time in a Soviet prison as well as the behind-the-scenes work to free him as part of a prisoner exchange. The U-2 Incident and other events of the Cold War provide important context for understanding the Cold War-like tensions between the USA and Russia today. The distrust between these countries has a long history. However, documents like the film and letters discussed here show that there is much more to the bluster of political leaders and the military chess game. There is an important human element to these events and an impact on individuals who are much more than pawns in international diplomacy.The power(s) of to learn about the Cold War
Alan S. Marcus, Katherine A. Griffith, Francis Gary Powers Jr
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

In this article, we use the film Bridge of Spies – which depicts the case of U-2 spy pilot Francis Gary Powers – and relevant primary sources, particularly Powers' letters from prison, to provide teachers with a case that can engage students with the complexity of the Cold War. Understanding USA–Russia relations is as important today as ever as we watch the tragedy unfold in Ukraine. Using primary sources to reflect on the Cold War can help secondary students understand the historical context of the war in Ukraine as well as how to evaluate and critique sources of information about the war.

The film and personal letters provide insights often not available or obvious when we focus on the political or military history of an event or time period. The Cold War is frequently defined by the rhetoric of the USA and Union of Soviet Socialist Republics (USSR) governments – but everyday people and citizens had a wider range of views and experiences. The film and letters bring out the humanity of the Cold War.

This article supports secondary teachers in incorporating film and primary sources as teaching tools to study the Cold War while more broadly thinking about these sources as ways to understand the past. The letters used, including those from U-2 spy pilot Francis Gary Powers, help us understand his time in a Soviet prison as well as the behind-the-scenes work to free him as part of a prisoner exchange.

The U-2 Incident and other events of the Cold War provide important context for understanding the Cold War-like tensions between the USA and Russia today. The distrust between these countries has a long history. However, documents like the film and letters discussed here show that there is much more to the bluster of political leaders and the military chess game. There is an important human element to these events and an impact on individuals who are much more than pawns in international diplomacy.

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The power(s) of to learn about the Cold War10.1108/SSRP-03-2023-0015Social Studies Research and Practice2024-02-27© 2024 Emerald Publishing LimitedAlan S. MarcusKatherine A. GriffithFrancis Gary Powers JrSocial Studies Research and Practiceahead-of-printahead-of-print2024-02-2710.1108/SSRP-03-2023-0015https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0015/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Civic education and the pedagogy of sports filmshttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0017/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores the value of sports films for engaging youth in issues related to patriotism, justice, equity and liberty. The authors analyze how two sports films, 42 and Battle of the Sexes, have pedagogical potential and value in secondary social studies methods classes, as well as what criteria educators might use when selecting films (and television series) for classroom use. Using content analysis, the authors respond to the following questions: (1) What critical themes related to civic education surface in the sports films 42 and Battle of the Sexes? and (2) What framework might guide the use of selecting sports films and sports film clips for educators' civic educational use? Five themes surfaced in the films 42 and Battle of the Sexes: economics as a force for social change; racism and anti-Blackness, athletes as more than athletes, resisting oppression, and sexism and homophobia. Instruction related to these themes has the potential to engage students in critical, awareness-based approaches to civic education. Sports films show promise for engaging youth due to their interests in the medium of film and in sports, both as participants and spectators. Across the world, athletes face questions and issues related to patriotism, justice, equity and liberty on courts, fields, tracks and rinks, These questions and issues are deeply embedded in civic education. This study is among the first of its kind to explore the pedagogical potential of sports films.Civic education and the pedagogy of sports films
Donald R. McClure, Anne-Lise Halvorsen, Daniel J. Thomas III
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study explores the value of sports films for engaging youth in issues related to patriotism, justice, equity and liberty. The authors analyze how two sports films, 42 and Battle of the Sexes, have pedagogical potential and value in secondary social studies methods classes, as well as what criteria educators might use when selecting films (and television series) for classroom use.

Using content analysis, the authors respond to the following questions: (1) What critical themes related to civic education surface in the sports films 42 and Battle of the Sexes? and (2) What framework might guide the use of selecting sports films and sports film clips for educators' civic educational use?

Five themes surfaced in the films 42 and Battle of the Sexes: economics as a force for social change; racism and anti-Blackness, athletes as more than athletes, resisting oppression, and sexism and homophobia. Instruction related to these themes has the potential to engage students in critical, awareness-based approaches to civic education.

Sports films show promise for engaging youth due to their interests in the medium of film and in sports, both as participants and spectators. Across the world, athletes face questions and issues related to patriotism, justice, equity and liberty on courts, fields, tracks and rinks, These questions and issues are deeply embedded in civic education. This study is among the first of its kind to explore the pedagogical potential of sports films.

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Civic education and the pedagogy of sports films10.1108/SSRP-03-2023-0017Social Studies Research and Practice2023-11-23© 2023 Emerald Publishing LimitedDonald R. McClureAnne-Lise HalvorsenDaniel J. Thomas IIISocial Studies Research and Practiceahead-of-printahead-of-print2023-11-2310.1108/SSRP-03-2023-0017https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0017/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
: using human rights education to examine citizenship and civil rightshttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0018/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012). Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach. Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life. The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.: using human rights education to examine citizenship and civil rights
Sean Corrigan
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).

Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.

Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.

The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.

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: using human rights education to examine citizenship and civil rights10.1108/SSRP-03-2023-0018Social Studies Research and Practice2023-10-11© 2023 Emerald Publishing LimitedSean CorriganSocial Studies Research and Practiceahead-of-printahead-of-print2023-10-1110.1108/SSRP-03-2023-0018https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0018/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Reel critical: using film to teach Indigenous studies in the elementary classroomhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0019/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestFilm has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary level. As such, the purpose of this study was to extend and expand what is known about using film in elementary social studies classrooms. More specifically, this qualitative content analysis study explored how and why elementary pre-service teachers (PSTs) used film clips from Molly of Denali to design critical Indigenous studies lessons. The data offer insight into the possibilities of using film as a strategy to teach anti-oppressive elementary social studies education. The authors used qualitative content analysis in this study. Data for this study included 17 lesson planning assignments and corresponding written rationales completed by PSTs in an elementary social studies methods course. Data collected as a result of convenience sampling, given both the authors were the instructors of the methods course. To analyze the data, the authors used a multi-step coding process and a combination of inductive and deductive coding. Grounded in a framework of anti-oppressive and anti-colonial education, PSTs designed elementary social studies lessons that used film clips from Molly of Denali to increase representation, center a counter-narrative and serve as a motivator. PSTs also infused other sources into their lesson plans, thus extending their lessons beyond the film. Given the lack of research on how film can be used in elementary social studies classrooms, this study fills a void in the literature. Results of this study suggest that similar to the benefits of using film in secondary classrooms, film can be an engaging and motivating source of information for elementary students. Moreover, when used within a critical pedagogical framework like Sabzalian's (2019) critical orientations of Indigenous studies, film can increase representation and teach anti-oppressive counter-narratives in the elementary classroom.Reel critical: using film to teach Indigenous studies in the elementary classroom
Kate Van Haren, Abigail Stebbins
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

Film has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary level. As such, the purpose of this study was to extend and expand what is known about using film in elementary social studies classrooms. More specifically, this qualitative content analysis study explored how and why elementary pre-service teachers (PSTs) used film clips from Molly of Denali to design critical Indigenous studies lessons. The data offer insight into the possibilities of using film as a strategy to teach anti-oppressive elementary social studies education.

The authors used qualitative content analysis in this study. Data for this study included 17 lesson planning assignments and corresponding written rationales completed by PSTs in an elementary social studies methods course. Data collected as a result of convenience sampling, given both the authors were the instructors of the methods course. To analyze the data, the authors used a multi-step coding process and a combination of inductive and deductive coding.

Grounded in a framework of anti-oppressive and anti-colonial education, PSTs designed elementary social studies lessons that used film clips from Molly of Denali to increase representation, center a counter-narrative and serve as a motivator. PSTs also infused other sources into their lesson plans, thus extending their lessons beyond the film.

Given the lack of research on how film can be used in elementary social studies classrooms, this study fills a void in the literature. Results of this study suggest that similar to the benefits of using film in secondary classrooms, film can be an engaging and motivating source of information for elementary students. Moreover, when used within a critical pedagogical framework like Sabzalian's (2019) critical orientations of Indigenous studies, film can increase representation and teach anti-oppressive counter-narratives in the elementary classroom.

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Reel critical: using film to teach Indigenous studies in the elementary classroom10.1108/SSRP-03-2023-0019Social Studies Research and Practice2023-10-02© 2023 Emerald Publishing LimitedKate Van HarenAbigail StebbinsSocial Studies Research and Practiceahead-of-printahead-of-print2023-10-0210.1108/SSRP-03-2023-0019https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0019/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiryhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0022/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action. Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis. The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks. This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiry
Sanjna Sebastian Thoppil, Sanjay Pandy
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study explores the relevance of film texts in Indian social studies classrooms for students at the upper primary level. It examines how different types of visual texts can facilitate awareness, critical thinking, discussion and action.

Using multimodal discourse analysis (MDA), this paper critically evaluates five selective films from regional cinemas in India and explores their teaching implications for social studies. The study argues that films are vital multimodal resources that can challenge the prevailing narratives in social studies pedagogy. It conveys how the suggestive revised taxonomy could benefit the students. It proposes a classification system for film analysis with discussion and states how films can bring out interrelated themes and encourage deeper, critical inquiry within the curriculum. The study finds discourse around the films and qualitatively stresses dialogue exchange with sentiment analysis using MAXQDA software. Developed by VERBI software, MAXQDA is a product whose name is inspired by the German Sociologist Max Weber, while the ‘QDA' stands for Qualitative Data Analysis.

The films act as multimodal texts, navigators, metaphors, communicative circuits and catalysts. The paper concludes that films can improve and expand multimodal learning of social studies in three ways: films help learners connect emotionally with the concepts, films make the learning process more appealing and extend it beyond classroom boundaries and films offer a unique insight into the socio-cultural subtleties that are often limited in textbooks.

This research pioneers an intersectionality-driven framework for film analysis in the curriculum for Indian upper primary social studies, offering innovative pedagogical tools to enrich Indian curriculum insights and bridge existing knowledge gaps.

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Films as emergent educational resources in Indian upper primary social studies classrooms: a multimodal inquiry10.1108/SSRP-03-2023-0022Social Studies Research and Practice2023-11-08© 2023 Emerald Publishing LimitedSanjna Sebastian ThoppilSanjay PandySocial Studies Research and Practiceahead-of-printahead-of-print2023-11-0810.1108/SSRP-03-2023-0022https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0022/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Part of whose world? , fantasy media, and casting backlashes as racial projects for social studies classroomshttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0024/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestConversations around diversity, race and science fiction and fantasy films/television have sparked in response to recent casting decisions made in the upcoming live-action The Little Mermaid, The Lord of the Rings: The Rings of Power and Star Wars' Obi-Wan Kenobi (Deggans, 2022; Romano, 2022). Backlash against casting of actors of Color in these genres highlights racial projects where a cultural memory of whiteness comes up against multicultural change. The authors of this paper feel that there is great potential in using current-day racial issues around fantasy films/television to explore these racial projects with students in social studies classes (Omi and Winant, 2014). Using a qualitative textual analysis (Peräkylä, 2005), the authors examined online news media outlets addressing the casting of actors of Color in the aforementioned media pieces. After reviewing over twenty articles, the authors determined two major themes that would serve as the findings. In this paper, themes of nostalgia for an imagined ‘way things were’ and future-based fears of how things will become emerged from the analysis, revealing a need for engaging students in the history of sci-fi and fantasy media, and the existing, diverse histories of storytelling featuring multiple races. The authors argue that examining racial projects found in contemporary sci-fi and fantasy casting are chances for students to understand complex racial histories and how they blend into current-day cultural landscapes, and are opportunities to practice analysis of real-life racial histories and richly-imagined fantasy worlds, noticing how and why the two often collide when it comes to race.Part of whose world? , fantasy media, and casting backlashes as racial projects for social studies classrooms
Joanna Batt, Michael Lee Joseph
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

Conversations around diversity, race and science fiction and fantasy films/television have sparked in response to recent casting decisions made in the upcoming live-action The Little Mermaid, The Lord of the Rings: The Rings of Power and Star Wars' Obi-Wan Kenobi (Deggans, 2022; Romano, 2022). Backlash against casting of actors of Color in these genres highlights racial projects where a cultural memory of whiteness comes up against multicultural change. The authors of this paper feel that there is great potential in using current-day racial issues around fantasy films/television to explore these racial projects with students in social studies classes (Omi and Winant, 2014).

Using a qualitative textual analysis (Peräkylä, 2005), the authors examined online news media outlets addressing the casting of actors of Color in the aforementioned media pieces. After reviewing over twenty articles, the authors determined two major themes that would serve as the findings.

In this paper, themes of nostalgia for an imagined ‘way things were’ and future-based fears of how things will become emerged from the analysis, revealing a need for engaging students in the history of sci-fi and fantasy media, and the existing, diverse histories of storytelling featuring multiple races.

The authors argue that examining racial projects found in contemporary sci-fi and fantasy casting are chances for students to understand complex racial histories and how they blend into current-day cultural landscapes, and are opportunities to practice analysis of real-life racial histories and richly-imagined fantasy worlds, noticing how and why the two often collide when it comes to race.

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Part of whose world? , fantasy media, and casting backlashes as racial projects for social studies classrooms10.1108/SSRP-03-2023-0024Social Studies Research and Practice2023-11-28© 2023 Emerald Publishing LimitedJoanna BattMichael Lee JosephSocial Studies Research and Practiceahead-of-printahead-of-print2023-11-2810.1108/SSRP-03-2023-0024https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0024/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Learning about geographic mobility with filmhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0025/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestGeography is an exciting discipline involving the interrogation of place, space, and mobility. Film is too powerful and assessable tool that engages audiences. Therefore, this article builds a rationale for utilizing film in the teaching of geography. Particularly geographic mobility, which is the study of spatial patterns of movement and viewing them with positive or negative social meaning and as embedded within structures of power. This is not a research paper so there is no methodology to detail. This is not a research paper so there are no findings to detail. The article introduces three films (Selma, Hidden Figures, and The Green Book) and describes how they can be used to enrich the teaching of geographic mobility.Learning about geographic mobility with film
Joshua L. Kenna, Dennis Mathew Stevenson
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

Geography is an exciting discipline involving the interrogation of place, space, and mobility. Film is too powerful and assessable tool that engages audiences. Therefore, this article builds a rationale for utilizing film in the teaching of geography. Particularly geographic mobility, which is the study of spatial patterns of movement and viewing them with positive or negative social meaning and as embedded within structures of power.

This is not a research paper so there is no methodology to detail.

This is not a research paper so there are no findings to detail.

The article introduces three films (Selma, Hidden Figures, and The Green Book) and describes how they can be used to enrich the teaching of geographic mobility.

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Learning about geographic mobility with film10.1108/SSRP-03-2023-0025Social Studies Research and Practice2023-12-11© 2023 Emerald Publishing LimitedJoshua L. KennaDennis Mathew StevensonSocial Studies Research and Practiceahead-of-printahead-of-print2023-12-1110.1108/SSRP-03-2023-0025https://www.emerald.com/insight/content/doi/10.1108/SSRP-03-2023-0025/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Students learning following a single self-guided tour to a history museumhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-05-2023-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe 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. Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods. The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations. Recommendations for practice are discussed. This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.Students learning following a single self-guided tour to a history museum
Billie Eilam, Merav Yosfan, Joel Lanir, Alan J. Wecker
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

The 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.

Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.

The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.

Recommendations for practice are discussed.

This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.

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Students learning following a single self-guided tour to a history museum10.1108/SSRP-05-2023-0036Social Studies Research and Practice2023-12-06© 2023 Emerald Publishing LimitedBillie EilamMerav YosfanJoel LanirAlan J. WeckerSocial Studies Research and Practiceahead-of-printahead-of-print2023-12-0610.1108/SSRP-05-2023-0036https://www.emerald.com/insight/content/doi/10.1108/SSRP-05-2023-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The unity productions foundation film and the C3 frameworkhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-08-2023-0043/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to engage readers with Unity Productions Foundation (UPF) films, which provide a powerful, inspirational digital tool for teachers. The organization's mission is to create documentaries, films and educational materials that contribute to bringing to light compelling stories of Muslim engagement through history and culture. UPF films and educational projects aim to promote peace and understanding to increase cultural pluralism and counter bigotry in our world. Teachers will be able to utilize the resources provided in this paper to harness the power of media in their classrooms. Outlining the process by which teachers can follow the C3 inquiry using the film Prince Among Slaves will prepare teachers to see the alignment of the C3 Framework with their teaching. The “best practice” classroom strategies in structuring deliberations are ones that encourage students to fully participate and emphasize their voice. This paper will unpack the practice methods that address the film Prince Among Slaves to be of benefit when sharing narratives through digital film and engage students in critical thinking through the C3 Framework. UPF films are the product of scholarly research and innovative production teams as the films provide the opportunity to visualize and explore multiple perspectives to understand historical content by providing a context for inquiry teaching and learning that is inclusive through deliberative discussions in the classroom. The author certifies that this manuscript submission is original work and that all authors were involved in the intellectual elaboration of the manuscript and all parties have been acknowledged.The unity productions foundation film and the C3 framework
Nada Wafa, Susan Lynn Douglass
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to engage readers with Unity Productions Foundation (UPF) films, which provide a powerful, inspirational digital tool for teachers. The organization's mission is to create documentaries, films and educational materials that contribute to bringing to light compelling stories of Muslim engagement through history and culture. UPF films and educational projects aim to promote peace and understanding to increase cultural pluralism and counter bigotry in our world.

Teachers will be able to utilize the resources provided in this paper to harness the power of media in their classrooms. Outlining the process by which teachers can follow the C3 inquiry using the film Prince Among Slaves will prepare teachers to see the alignment of the C3 Framework with their teaching. The “best practice” classroom strategies in structuring deliberations are ones that encourage students to fully participate and emphasize their voice.

This paper will unpack the practice methods that address the film Prince Among Slaves to be of benefit when sharing narratives through digital film and engage students in critical thinking through the C3 Framework. UPF films are the product of scholarly research and innovative production teams as the films provide the opportunity to visualize and explore multiple perspectives to understand historical content by providing a context for inquiry teaching and learning that is inclusive through deliberative discussions in the classroom.

The author certifies that this manuscript submission is original work and that all authors were involved in the intellectual elaboration of the manuscript and all parties have been acknowledged.

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The unity productions foundation film and the C3 framework10.1108/SSRP-08-2023-0043Social Studies Research and Practice2023-11-13© 2023 Emerald Publishing LimitedNada WafaSusan Lynn DouglassSocial Studies Research and Practiceahead-of-printahead-of-print2023-11-1310.1108/SSRP-08-2023-0043https://www.emerald.com/insight/content/doi/10.1108/SSRP-08-2023-0043/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculumhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0048/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives. Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences. By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities. This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculum
Shuang Fu
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This article aims to examine the manifestation of coloniality within social studies curricula and explore strategies for rejecting colonial paradigms through teaching praxis. The author presents a curriculum that unveils the narratives of Linnentown, a local Black community, to examine the impacts of colonial legacies on people's everyday lives.

Using the teaching and learning cycle framework, the author demonstrates the integration of sequenced embodied and multimodal activities. Furthermore, the author utilizes the concept of critical place-based education (CPBE) to demonstrate how critical pedagogies within the context of place can cultivate transformative learning experiences.

By guiding students to critically analyze the sociopolitical conditions of Linnentown residents, CPBE, paired with multimodal activities, helps challenge dominant narratives and empowers students to become agents of change in their local communities.

This curriculum fosters a nuanced understanding of structural oppression, empowers students to develop critical awareness and social agency and guides youth in confronting settler colonialism within and beyond their communities.

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Reclaiming Linnentown: a critical place-based approach to decolonize social studies curriculum10.1108/SSRP-09-2023-0048Social Studies Research and Practice2023-11-28© 2023 Emerald Publishing LimitedShuang FuSocial Studies Research and Practiceahead-of-printahead-of-print2023-11-2810.1108/SSRP-09-2023-0048https://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0048/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
“I got knocked down”: factors impacting a novice teacher’s decision makinghttps://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0049/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study explores how one novice teacher navigated his first-year teaching sixth-grade social studies. One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected. The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information. This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.“I got knocked down”: factors impacting a novice teacher’s decision making
Colleen Fitzpatrick, Adam Friedman
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected.

The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information.

This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.

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“I got knocked down”: factors impacting a novice teacher’s decision making10.1108/SSRP-09-2023-0049Social Studies Research and Practice2024-03-26© 2024 Emerald Publishing LimitedColleen FitzpatrickAdam FriedmanSocial Studies Research and Practiceahead-of-printahead-of-print2024-03-2610.1108/SSRP-09-2023-0049https://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0049/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Teaching about racial violence in a place of historical traumahttps://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe 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. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence. The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence. The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories. Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level. In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge. The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering. The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.Teaching about racial violence in a place of historical trauma
Elizabeth Yeager Washington, Travis Logan Seay
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

The 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. The unit plan contextualizes one impetus for truth and reconciliation in a community with a history of anti-Black violence.

The participants partnered with the Equal Justice Initiative to pilot the unit in their district’s new African American History course. The unit drew on historical research and cultural memory to situate local history within a broader context of racism and violence.

The teachers identified eight goals for the unit so that students could understand racialized violence, acknowledge racism as the lived experience of many of their students, and participate in a collaborative learning environment with productive discussions. Speaking from their own experiences with racism, and creating opportunities for students to do the same, the teachers aided the community in voicing long-silenced memories.

Besides bridging some of the gaps between local, regional, and national histories, more research is needed to further examine historical trauma and its implications for both the past and present, in order to amplify and humanize experiences of racism. Additional research is a critical step in developing more thoughtful, empathic and holistic discussions of history and racism at the local level.

In the wake of the recent past, the authors have learned that teaching about the history of racial violence can be enhanced and empowered by reference to relevant current events. The resurgence of racially charged language and violence over the past few years makes this goal more urgent than ever. This unit gives practical guidance to teachers who face this challenge.

The sociopolitical reality of historical trauma and racism must be confronted, and proximity to key events is important in conveying the urgency of racial violence and the need for history education that addresses it. Teachers are making difficult decisions about their options for teaching about race, and they are understandably concerned about any perceived missteps. Nonetheless, inclusive, truthful history education is an appropriate and essential response to narratives of exclusion and silence as the authors help students to develop deliberative skills concerning difficult topics such as racial violence. Teachers and students, together, can do the crucial work of remembering.

The stripping away of narrative agency, identity and history can cover up stories about the stripping away of life and dignity. In the unit plan, the authors recognize truth and reconciliation—especially in the education of people who have relatively little exposure to topics of race and racism—as elemental to a restorative stance against racism.

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Teaching about racial violence in a place of historical trauma10.1108/SSRP-09-2023-0050Social Studies Research and Practice2023-12-28© 2023 Emerald Publishing LimitedElizabeth Yeager WashingtonTravis Logan SeaySocial Studies Research and Practiceahead-of-printahead-of-print2023-12-2810.1108/SSRP-09-2023-0050https://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Trade books' historical representation of Margaret Sangerhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0053/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis content analysis examines the historical representation of Margaret Sanger within trade books. From the framework of the historiography, this paper unpacks how common curricular resources depict an American icon with a complicated past. In this paper, the author conducted a content analysis of biographies and expository compilations featuring Sanger. The entire data pool were sampled and analyzed. The trade books, particularly the biographies, historically represented Sanger in most categories. Sanger's international direct action and eugenics were two misrepresented areas. Expository compilations, with more limited space than biographies, contained more omissions and minimized or vague depictions of key areas. Findings did not appear dependent upon date of publication. This study explores an icon of America's free speech battles and birth control rights at a time when culture wars are shaping current events. No researchers have previously explored Sanger's historical representation within trade books.Trade books' historical representation of Margaret Sanger
John H. Bickford
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This content analysis examines the historical representation of Margaret Sanger within trade books. From the framework of the historiography, this paper unpacks how common curricular resources depict an American icon with a complicated past.

In this paper, the author conducted a content analysis of biographies and expository compilations featuring Sanger. The entire data pool were sampled and analyzed.

The trade books, particularly the biographies, historically represented Sanger in most categories. Sanger's international direct action and eugenics were two misrepresented areas. Expository compilations, with more limited space than biographies, contained more omissions and minimized or vague depictions of key areas. Findings did not appear dependent upon date of publication.

This study explores an icon of America's free speech battles and birth control rights at a time when culture wars are shaping current events. No researchers have previously explored Sanger's historical representation within trade books.

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Trade books' historical representation of Margaret Sanger10.1108/SSRP-09-2023-0053Social Studies Research and Practice2023-11-28© 2023 Emerald Publishing LimitedJohn H. BickfordSocial Studies Research and Practiceahead-of-printahead-of-print2023-11-2810.1108/SSRP-09-2023-0053https://www.emerald.com/insight/content/doi/10.1108/SSRP-09-2023-0053/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Being l'Autre: French-Canadian immigrants in contemporary children's literaturehttps://www.emerald.com/insight/content/doi/10.1108/SSRP-10-2023-0054/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestImmigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books. Postcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf. The findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries. This study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.Being l'Autre: French-Canadian immigrants in contemporary children's literature
Danielle E. Sachdeva
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

Immigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books.

Postcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf.

The findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries.

This study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.

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Being l'Autre: French-Canadian immigrants in contemporary children's literature10.1108/SSRP-10-2023-0054Social Studies Research and Practice2024-01-15© 2024 Emerald Publishing LimitedDanielle E. SachdevaSocial Studies Research and Practiceahead-of-printahead-of-print2024-01-1510.1108/SSRP-10-2023-0054https://www.emerald.com/insight/content/doi/10.1108/SSRP-10-2023-0054/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Developing notions of place in an undergraduate elementary social studies methods coursehttps://www.emerald.com/insight/content/doi/10.1108/SSRP-10-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPlace-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?” 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. 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. 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.Developing notions of place in an undergraduate elementary social studies methods course
Ariel Cornett, Erin Piedmont
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

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?”

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.

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.

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.

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Developing notions of place in an undergraduate elementary social studies methods course10.1108/SSRP-10-2023-0056Social Studies Research and Practice2024-03-12© 2024 Emerald Publishing LimitedAriel CornettErin PiedmontSocial Studies Research and Practiceahead-of-printahead-of-print2024-03-1210.1108/SSRP-10-2023-0056https://www.emerald.com/insight/content/doi/10.1108/SSRP-10-2023-0056/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
“They will at least do no harm”: LGBTQ social studies teacher educationhttps://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2023-0069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals. This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174). Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum. This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.“They will at least do no harm”: LGBTQ social studies teacher education
Cathy A.R. Brant
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.

This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).

Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.

This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.

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“They will at least do no harm”: LGBTQ social studies teacher education10.1108/SSRP-12-2023-0069Social Studies Research and Practice2024-03-25© 2024 Emerald Publishing LimitedCathy A.R. BrantSocial Studies Research and Practiceahead-of-printahead-of-print2024-03-2510.1108/SSRP-12-2023-0069https://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2023-0069/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Preservice teachers and the patriotism of the 1619 and 1776 history narrativeshttps://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2023-0073/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPreservice 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 (2021) were patriotic. This study employed a mixed-method survey including open-ended prompts requesting participants’ descriptions of patriotism and Likert scale prompts asking participants to agree/disagree with deidentified statements from The 1619 Project and the 1776 Commission Report. In vivo words reflecting emotional responses to patriotism and the statements informed the categorization process in a second round of coding. Four categories of patriotism definition were identified. Identified were relationships between groups’ conceptualizations of patriotism and whether statements from history narratives were viewed as patriotic. This article contributes to the field by exploring the intersectionality of the concept of patriotism with competing narratives regarding the foundation and growth of the United States.Preservice teachers and the patriotism of the 1619 and 1776 history narratives
Benjamin R. Wellenreiter, Xiaoying Zhao, Thomas Lucey
Social Studies Research and Practice, Vol. ahead-of-print, No. ahead-of-print, pp.-

Preservice 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 (2021) were patriotic.

This study employed a mixed-method survey including open-ended prompts requesting participants’ descriptions of patriotism and Likert scale prompts asking participants to agree/disagree with deidentified statements from The 1619 Project and the 1776 Commission Report. In vivo words reflecting emotional responses to patriotism and the statements informed the categorization process in a second round of coding.

Four categories of patriotism definition were identified. Identified were relationships between groups’ conceptualizations of patriotism and whether statements from history narratives were viewed as patriotic.

This article contributes to the field by exploring the intersectionality of the concept of patriotism with competing narratives regarding the foundation and growth of the United States.

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Preservice teachers and the patriotism of the 1619 and 1776 history narratives10.1108/SSRP-12-2023-0073Social Studies Research and Practice2024-03-25© 2024 Emerald Publishing LimitedBenjamin R. WellenreiterXiaoying ZhaoThomas LuceySocial Studies Research and Practiceahead-of-printahead-of-print2024-03-2510.1108/SSRP-12-2023-0073https://www.emerald.com/insight/content/doi/10.1108/SSRP-12-2023-0073/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited