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Theory & Research in Social Education Volume 29, 2001 - Issue 1
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Missing in Interaction: Diversity, Narrative, and Critical Multicultural Social Studies

John S. Wills Graduate School of Education, University of California, Riverside, CA, 92521, USA
Pages 43-64 | Published online: 12 Jul 2012

Citations (43)

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Cristina L. Lash. (2024) Racial individualism in middle school: How students learn white innocence through the social studies curriculum. Theory & Research in Social Education 52:1, pages 1-32.
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Charley Brooks. (2023) ‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces. Teaching Education 34:4, pages 438-454.
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Delandrea Hall. (2023) “Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies. Theory & Research in Social Education 51:3, pages 343-371.
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Patricia S. McClure. (2023) The silent schooling of whiteness in social studies content standards. Whiteness and Education 8:1, pages 39-63.
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Justin Krueger. (2021) TribalCrit, Curriculum Mining, and the Teaching of Contemporary Indigenous Issues. Multicultural Perspectives 23:2, pages 78-86.
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John S. Wills. (2019) “Daniel was racist”: Individualizing racism when teaching about the Civil Rights Movement. Theory & Research in Social Education 47:3, pages 396-425.
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Stephanie Masta & Tori J. K. Rosa. (2019) Understanding the dominant discourse of colonialism: A qualitative, single case study of an eighth-grade U.S. History classroom. The Social Studies 110:3, pages 146-154.
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Noreen Naseem Rodríguez. (2019) “Caught Between Two Worlds”: Asian American Elementary Teachers’ Enactment of Asian American History. Educational Studies 55:2, pages 214-240.
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Maribel Santiago. (2019) Historical Inquiry to Challenge the Narrative of Racial Progress. Cognition and Instruction 37:1, pages 93-117.
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Noreen Naseem Rodríguez. (2018) From Margins to Center: Developing Cultural Citizenship Education Through the Teaching of Asian American History. Theory & Research in Social Education 46:4, pages 528-573.
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William L. Smith & Ryan M. Crowley. (2018) Social Studies Needs (New) White People: The Case for Including Allies in the Curriculum. The Social Studies 109:4, pages 202-214.
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Maribel Santiago. (2017) Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives. Theory & Research in Social Education 45:1, pages 43-74.
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Ashley G. Lucas & Julie Clark. (2016) Utilizing The Wire to Teach about Justice-Oriented Citizenship. The Social Studies 107:6, pages 266-275.
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Stephanie Masta. (2016) Disrupting Colonial Narratives in the Curriculum. Multicultural Perspectives 18:4, pages 185-191.
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Sarah B. Shear, Ryan T. Knowles, Gregory J. Soden & Antonio J. Castro. (2015) Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards. Theory & Research in Social Education 43:1, pages 68-101.
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Anita Chikkatur. (2013) Teaching and Learning African American History in a Multiracial Classroom. Theory & Research in Social Education 41:4, pages 514-534.
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JohnS. Wills. (2011) Misremembering as Mediated Action: Schematic Narrative Templates and Elementary Students' Narration of the Past. Theory & Research in Social Education 39:1, pages 115-144.
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Binaya Subedi. (2008) Fostering Critical Dialogue Across Cultural Differences: A Study of Immigrant Teachers' Interventions in Diverse Schools. Theory & Research in Social Education 36:4, pages 413-440.
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Sarah Jewett. (2007) The Stories of People's Lives: Thematic Investigations and the Development of a Critical Social Studies. The Social Studies 98:4, pages 165-171.
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Cinthia Salinas & CarolineC. Sullivan. (2007) Latina/O Preservice Teachers' Positionality: Challenging the Construction of the Official School Knowledge through Historical Thinking. Journal of Curriculum and Pedagogy 4:1, pages 178-199.
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Binaya Subedi. (2006) Preservice Teachers' Beliefs and Practices: Religion and Religious Diversity. Equity & Excellence in Education 39:3, pages 227-238.
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Cinthia Salinas, MaríaE. Fránquiz & Steve Guberman. (2006) Introducing Historical Thinking to Second Language Learners: Exploring What Students Know and What They Want to Know. The Social Studies 97:5, pages 203-207.
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John S. Wills . (2005) ‘Some people even died’: Martin Luther King, Jr, the civil rights movement and the politics of remembrance in elementary classrooms. International Journal of Qualitative Studies in Education 18:1, pages 109-131.
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ToddW. Kenreich. (2004) From Silence to Hope in the Social Studies. Theory & Research in Social Education 32:4, pages 546-552.
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Wouter Smets. The purposes of historical canons in multicultural history education. Journal of Curriculum Studies 0:0, pages 1-12.
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Articles from other publishers (18)

Charley Brooks & Daisy Martin. (2023) History teachers thinking about race and whiteness: possibilities and challenges. Social Studies Research and Practice 18:2, pages 97-109.
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Eliana Castro. (2023) “How every Black man should be”: Historical narrative construction as identity rearticulation. The Journal of Social Studies Research 47:1, pages 40-55.
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Vonna L. Hemmler, Amanda K. Kibler, Stephanie van Hover, Russell H. CarlockJr.Jr. & Colleen Fitzpatrick. (2021) Using scaffolding to support CLM students’ critical multiple perspective-taking on history. Teaching and Teacher Education 105, pages 103396.
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Yonghee Suh, Brian Daugherity & Danielle Hartsfield. (2023) Planning to teach difficult history through historical inquiry: The case of school desegregation. The Journal of Social Studies Research 45:2, pages 71-83.
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Andrea M. Hawkman. (2023) “Let's Try and Grapple All of This”: A Snapshot of Racial Identity Development and Racial Pedagogical Decision Making in An Elective Social Studies Course. The Journal of Social Studies Research 43:3, pages 215-228.
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John S. Wills. (2019) Silencing Racism: Remembering and Forgetting Race and Racism in 11th-Grade U.S. History Classes. Teachers College Record: The Voice of Scholarship in Education 121:4, pages 1-44.
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Tommy Ender. (2023) Counter-narratives as resistance: Creating critical social studies spaces with communities. The Journal of Social Studies Research 43:2, pages 133-143.
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LaGarrett J. King. (2018) Interpreting Black History: Toward a Black History Framework for Teacher Education. Urban Education 54:3, pages 368-396.
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Avner Segall, Brenda M. Trofanenko & Adam J. Schmitt. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 281 309 .
Patricia G. Avery & Keith C. Barton. 2017. The Wiley Handbook of Social Studies Research. The Wiley Handbook of Social Studies Research 168 188 .
Cinthia S. Salinas, María E. Fránquiz & Noreen Naseem Rodríguez. (2016) Writing Latina/o Historical Narratives: Narratives at the Intersection of Critical Historical Inquiry and LatCrit. The Urban Review 48:3, pages 419-439.
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Cinthia S. Salinas, María E. Fránquiz & Noreen Naseem Rodríguez. (2016) Writing Latina/o Historical Narratives: Narratives at the Intersection of Critical Historical Inquiry and LatCrit. The Urban Review 48:2, pages 264-284.
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LaGarrett J. King & Prentice T. Chandler. 2016. Rethinking Social Studies Teacher Education in the Twenty-First Century. Rethinking Social Studies Teacher Education in the Twenty-First Century 3 21 .
V. Paul Poteat, Jillian R. Scheer & Ethan H. Mereish. 2014. The Role of Gender in Educational Contexts and Outcomes. The Role of Gender in Educational Contexts and Outcomes 261 300 .
Carl B. Anderson. (2023) The trouble with unifying Narratives: African Americans and the civil Rights movement in U.S. history content Standards. The Journal of Social Studies Research 37:2, pages 111-120.
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Marie-France Orillion. (2009) Interdisciplinary Curriculum and Student Outcomes: The Case of a General Education Course at a Research University. The Journal of General Education 58:1, pages 1-18.
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Margaret A. Nash. (2022) “How to be Thankful for Being Free”: Searching for a Convergence of Discourses on Teaching Patriotism, Citizenship, and United States History. Teachers College Record: The Voice of Scholarship in Education 107:1, pages 214-240.
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Margaret A. Nash. (2022) “How to be Thankful for Being Free”: Searching for a Convergence of Discourses on Teaching Patriotism, Citizenship, and United States History. Teachers College Record: The Voice of Scholarship in Education 107:1, pages 214-240.
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