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Curriculum Inquiry Volume 49, 2019 - Issue 3
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Articles

“I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens

Amanda E. VickeryTeacher Preparation Division, Arizona State University, Mesa, AZ, USA; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-2070-8239
ORCID Icon &
Cinthia S. SalinasDepartment of Curriculum & Instruction, The University of Texas at Austin, Austin, TX, USA
Pages 260-283 | Published online: 13 May 2019

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Chris Seeger, Tiffany Mitchell Patterson & Maria Gabriela Paz. (2023) Reckoning with white supremacy and anti-Black racism in the Virginia US history standards. Curriculum Inquiry 53:3, pages 268-289.
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Kaitlin Popielarz & Aaron Galliher. (2023) Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies. Theory & Research in Social Education 51:1, pages 100-127.
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Melissa K. Stanley & Stephanie Schroeder. (2023) Problematizing White Allyship in the Civil Rights Curriculum of Studies Weekly®. The Social Studies 114:1, pages 1-18.
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Lightning Jay. (2022) The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019. Theory & Research in Social Education 50:3, pages 339-374.
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Natasha C. Murray-Everett & Sara B. Demoiny. (2022) Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship. Theory & Research in Social Education 50:3, pages 375-401.
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Maribel Santiago & Tadashi Dozono. (2022) History is critical: Addressing the false dichotomy between historical inquiry and criticality. Theory & Research in Social Education 50:2, pages 173-195.
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Lauren Colley & Tiffany Mitchell Patterson. (2022) We Don’t Live Single Issue Lives: Examining Black Herstories in Digital Lesson Plans. Multicultural Perspectives 24:1, pages 22-31.
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Kaylene M. Stevens & Christopher C. Martell. (2021) Five years later: How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers. Theory & Research in Social Education 49:2, pages 201-226.
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ArCasia D. James-Gallaway. (2021) Critical History Monographs and Intersectionality in Social Studies: A Case From Enslavement. Multicultural Perspectives 23:1, pages 33-39.
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Lauren Colley. (2020) Women who stirred it up. Theory & Research in Social Education 48:4, pages 615-618.
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Amanda Elizabeth Vickery. (2020) “This is a story of who America is”: Cultural memories and black civic identity. Journal of Curriculum and Pedagogy 17:2, pages 103-134.
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Articles from other publishers (4)

Jane Bolgatz. (2020) Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School. Urban Education 58:8, pages 1687-1714.
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Mary L. Neville & Kaitlin E. Popielarz. (2023) “Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses. The Journal of Social Studies Research 47:3-4, pages 173-183.
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İrem Nur GÜRSOY & Derya ATİK KARA. (2023) A Systematic Literature Review on Curriculum Studies Addressing Social InequalitiesToplumsal Eşitsizlikleri Ele Alan Program Çalışmalarına İlişkin Sistematik Alanyazın Taraması. Kuramsal Eğitimbilim 16:1, pages 72-106.
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Mario Carretero, Maria Rodriguez-Moneo, María Cantabrana & Cristian Parellada. 2022. History Education in the Digital Age. History Education in the Digital Age 1 26 .

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