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Theory & Research in Social Education Volume 42, 2014 - Issue 1
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Virtuous Subjects: A Critical Analysis of the Affective Substance of Social Studies Education

Mark Helmsing Michigan State UniversityCorrespondence[email protected]
Pages 127-140 | Published online: 28 Feb 2014

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Maia Sheppard. (2023) Legislating whiteness: an emotion discourse analysis of divisive concepts legislation. Pedagogy, Culture & Society 0:0, pages 1-19.
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Nathalie Popa. (2023) How Meaning Making Cultivates Historical Consciousness: Identifying a Learning Trajectory and Pedagogical Guidelines to Promote It. The Social Studies 114:4, pages 139-159.
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Brittany L. Jones. (2022) Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework. Theory & Research in Social Education 50:3, pages 431-463.
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Bretton A. Varga & Cathryn van Kessel. (2022) Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence. Theory & Research in Social Education 50:3, pages 498-504.
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Evelyn Palma Flores & Natalia Albornoz Muñoz. (2022) Between identification and empathy to elaborate the difficult past: an experience of a classroom debate with Chilean children. Journal of Peace Education 19:1, pages 25-46.
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Maren Tribukait. (2021) Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education 49:4, pages 540-569.
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Karin Gunnarsson. (2021) In the middle of things: encountering questions about equality in social studies education. Gender and Education 33:1, pages 33-49.
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Thomas A. Lucey & Mary Beth Henning. (2021) Toward critically compassionate financial literacy: How elementary preservice teachers view the standards. Theory & Research in Social Education 49:1, pages 107-136.
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Valentina Errázuriz. (2021) Becoming “Hijas de la Lucha”: Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school. Theory & Research in Social Education 49:1, pages 27-53.
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Polyxeni Stylianou & Michalinos Zembylas. (2021) Engaging with issues of death, loss, and grief in elementary school: Teachers’ perceptions and affective experiences of an in-service training program on death education in Cyprus. Theory & Research in Social Education 49:1, pages 54-77.
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H. James Garrett & Elaine Alvey. (2021) Exploring the emotional dynamics of a political discussion. Theory & Research in Social Education 49:1, pages 1-26.
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H. James Garrett, Avner Segall & Margaret S. Crocco. (2020) Accommodating Emotion and Affect in Political Discussions in Classrooms. The Social Studies 111:6, pages 312-323.
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James Miles. (2019) Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian Residential Schools. Theory & Research in Social Education 47:4, pages 472-496.
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Patrick Keegan. (2019) Migrant youth from West African countries enacting affective citizenship. Theory & Research in Social Education 47:3, pages 347-373.
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Benjamin M. Jacobs. (2018) Teaching and learning Jewish history in the 21st century: New priorities and opportunities. Journal of Jewish Education 84:2, pages 111-130.
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Hillary Parkhouse. (2018) Pedagogies of Naming, Questioning, and Demystification: A Study of Two Critical U.S. History Classrooms. Theory & Research in Social Education 46:2, pages 277-317.
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Cathryn van Kessel & Ryan M. Crowley. (2017) Villainification and Evil in Social Studies Education. Theory & Research in Social Education 45:4, pages 427-455.
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Kathy Bickmore, Ahmed Salehin Kaderi & Ángela Guerra-Sua. (2017) Creating capacities for peacebuilding citizenship: history and social studies curricula in Bangladesh, Canada, Colombia, and México. Journal of Peace Education 14:3, pages 282-309.
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Sara A. Levy. (2017) How Students Navigate the Construction of Heritage Narratives. Theory & Research in Social Education 45:2, pages 157-188.
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Eileen Kennedy & Morag Gray. (2016) ‘You’re facing that machine but there’s a human being behind it’: students’ affective experiences on an online doctoral programme. Pedagogy, Culture & Society 24:3, pages 417-429.
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Maia Sheppard, Doran Katz & Tanetha Grosland. (2015) Conceptualizing Emotions in Social Studies Education. Theory & Research in Social Education 43:2, pages 147-178.
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Articles from other publishers (11)

Maia Sheppard. (2023) Emotional rules in two history classrooms. The Journal of Social Studies Research 47:2, pages 108-119.
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Jeremy Hilburn, Lisa Brown Buchanan & Wayne Journell. (2023) Positioning documentaries as vehicles for developing preservice teachers’ analytic skills. The Journal of Social Studies Research 46:3, pages 237-248.
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María Cantabrana & Mario Carretero. 2022. History Education in the Digital Age. History Education in the Digital Age 217 234 .
Thomas A Lucey & Anthony W Lorsbach. (2021) The doors they choose: Solutions to “The Lady or the Tiger”. Citizenship, Social and Economics Education 20:3, pages 145-158.
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Patrick Keegan. (2023) Critical Affective Civic Literacy: A Framework for Attending to Political Emotion in the Social Studies Classroom. The Journal of Social Studies Research 45:1, pages 15-24.
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Hillary Parkhouse & Bryan P. Arnold. (2019) “We're Rags to Riches”: Dual Consciousness of the American Dream in Two Critical History Classrooms. Teachers College Record: The Voice of Scholarship in Education 121:9, pages 1-40.
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Maia Sheppard & Sara A. Levy. (2019) Emotions and teacher decision-making: An analysis of social studies teachers’ perspectives. Teaching and Teacher Education 77, pages 193-203.
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Cathryn van KesselCathryn van Kessel. 2019. An Education in 'Evil'. An Education in 'Evil' 37 61 .
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 .
Mark E. Helmsing. 2018. Paranoid Pedagogies. Paranoid Pedagogies 99 120 .
Alyssa D. Niccolini. 2016. Critical Concepts in Queer Studies and Education. Critical Concepts in Queer Studies and Education 5 14 .

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