Theory & Research in Social Education, Volume 50, Issue 2 (2022)

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Theory & Research in Social Education, Volume 50, Issue 2 (2022)

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Features

Article
History is critical: Addressing the false dichotomy between historical inquiry and criticality
Maribel Santiago & Tadashi Dozono
Pages: 173-195
Published online: 21 Mar 2022
AbstractforHistory is critical: Addressing the false dichotomy between historical inquiry and criticality | Full Text | References | PDF (383.2 KB) | EPUB
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Article
Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class
Sarah McGrew
Pages: 196-225
Published online: 11 Nov 2021
AbstractforBridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class | Full Text | References | PDF (2.1 MB) | EPUB
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Article
“Technology inevitably involves trade-offs”: The framing of technology in social studies standards
Daniel G. Krutka, Scott Alan Metzger & R. Zackary Seitz
Pages: 226-254
Published online: 11 Mar 2022
Abstractfor“Technology inevitably involves trade-offs”: The framing of technology in social studies standards | Full Text | References | PDF (501.2 KB) | EPUB
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Article
Assessing computational thinking in the social studies
Meghan McGlinn Manfra, Thomas C. Hammond & Robert M. Coven
Pages: 255-296
Published online: 14 Dec 2021
AbstractforAssessing computational thinking in the social studies | Full Text | References | PDF (2 MB) | EPUB
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Open Access
Article
Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate
Lisa De Schaepmeester, Johan van Braak & Koen Aesaert
Pages: 297-326
Published online: 29 Mar 2022
AbstractforSocial citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate | Full Text | References | PDF (1.6 MB) | EPUB
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Media Reviews

Book Review
From “contained risk taking” to “required risk taking”
Hard questions: Learning to teach controversial issues, by Judith L. Pace, Lanham, MD, Rowman & Littlefield, 2021, 226 pp., $78.00 (hardback), $36.00 (paperback), ISBN-13: 978-1475851977
Casey Holmes & Paula McAvoy
Pages: 327-329
Published online: 09 Sep 2021
First Page PreviewforFrom “contained risk taking” to “required risk taking” | Full Text | References | PDF (164.7 KB) | EPUB
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Book Review
Centering the lives of immigrant and refugee youth: (Re)envisioning narratives of belonging in social studies education
Humanitarianism and mass migration: Confronting the world crisis, edited by Marcelo M. Suárez-Orozco, Oakland, University of California Press, 2019, 416 pp., $85.00 (hardcover); $32.95 (softcover), ISBN: 9780520297142
Ashley Taylor Jaffee & Gerardo Aponte-Safe
Pages: 330-334
Published online: 06 Jul 2021
First Page PreviewforCentering the lives of immigrant and refugee youth: (Re)envisioning narratives of belonging in social studies education | Full Text | References | PDF (183.9 KB) | EPUB
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Book Review
A more conscious history education? Historical consciousness, narrative, and identity in French Canadian schools
Beyond history for historical consciousness: Students, narrative, and memory, by Stéphane Lévesque and Jean-Phillipe Croteau, Toronto, University of Toronto Press, 2020, 197pp., $29.95 (paperback), ISBN: 9781487524531
Anna Clark
Pages: 335-337
Published online: 24 Aug 2021
First Page PreviewforA more conscious history education? Historical consciousness, narrative, and identity in French Canadian schools | Full Text | References | PDF (168.3 KB) | EPUB
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