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Theory & Research in Social Education Volume 48, 2020 - Issue 2
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Navigating identity as a controversial issue: One teacher’s disclosure for critical empathic reasoning

Jenni ConradUniversity of WashingtonCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8904-9091
ORCID Icon
Pages 211-243 | Published online: 25 Oct 2019

Citations (17)

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Debbie Sonu. (2023) From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching. Theory & Research in Social Education 51:4, pages 503-529.
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Charlot Cassar, Ida Oosterheert & Paulien C. Meijer. (2023) Why teachers address unplanned controversial issues in the classroom. Theory & Research in Social Education 51:2, pages 233-263.
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Walter C. Parker. (2022) Migration and U.S. Citizenship: A Curriculum Proposal. Multicultural Perspectives 24:4, pages 241-248.
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Melissa A. Antonelli & Sabrina F. Sembiante. (2022) A systematic review of research on LGBTQ educators’ experiences and LGBTQ curriculum in K-12 U.S. public schools. Multicultural Education Review 14:2, pages 134-152.
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Kelly Siegel-Stechler & Pamela Callahan. (2022) Sensible or Stifled: What Public-school Teachers Know about Their First Amendment Speech Protections in the Classroom. Action in Teacher Education 44:2, pages 160-177.
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Devon Abbey & Bjorn G. J. Wansink. (2022) Brokers of multiperspectivity in history education in post-conflict societies. Journal of Peace Education 19:1, pages 67-90.
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Mark Hlavacik & Daniel G. Krutka. (2021) Deliberation can wait: How civic litigation makes inquiry critical. Theory & Research in Social Education 49:3, pages 418-448.
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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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Rebecca Cooper Geller. (2020) Teacher political disclosure in contentious times: A “responsibility to speak up” or “fair and balanced”?. Theory & Research in Social Education 48:2, pages 182-210.
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Jenni Conrad, Jennifer Lynn Gallagher & Wendy Chan. Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry. Theory & Research in Social Education 0:0, pages 1-43.
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Articles from other publishers (7)

Timothy Patterson, Ishwar Bridgelal & Avi Kaplan. (2022) Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes. Teaching and Teacher Education 120, pages 103899.
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Madelaine Adelman, Sean Nonnenmacher, Bailey Borman & Joseph G. Kosciw. (2022) Gen Z GSAs: Trans-Affirming and Racially Inclusive Gender-Sexuality Alliances in Secondary Schools. Teachers College Record: The Voice of Scholarship in Education 124:8, pages 192-219.
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Sarah M. Denney. (2023) Student perceptions of support for civic identity development and identity exploration in a discussion-based U.S. government course. The Journal of Social Studies Research 46:3, pages 279-291.
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Wayne Journell. (2022) Classroom Controversy in the Midst of Political Polarization: The Essential Role of School Administrators. NASSP Bulletin 106:2, pages 133-153.
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Jenni Conrad, Jane C. Lo & Zahid Kisa. (2023) Civic Mandates for the ‘Majority’: The Perception of Whiteness and Open Classroom Climate in Predicting Youth Civic Engagement. The Journal of Social Studies Research 46:1, pages 7-17.
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Lisa Sibbett. (2023) Critical Democratic Education in Practice: Evidence from An Experienced Teacher's Classroom. The Journal of Social Studies Research 46:1, pages 35-52.
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Crystena A. H. Parker-ShandalCrystena A. H. Parker-Shandal. 2022. Restorative Justice in the Classroom. Restorative Justice in the Classroom 131 165 .

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