Episode 100: Teaching Racial Literacy and Controversial Issues with Genevieve Caffrey

January 1, 20191 Comment

In this episode, Dan and Michael chat with Genevieve Caffrey about her co-authored Social Education article, A Pathway to Racial Literacy: Using the LETS ACT Framework to Teach Controversial Issues.

Books, Articles and Other Amazing Resources

King, L. J., Vickery, A. E., & Caffrey, G. (2018). A Pathway to Racial Literacy: Using the LETS ACT Framework to Teach Controversial Issues. Social Education, 82(6), 316-322.
Find the framework and more on Genevieve’s site: https://www.genevievecaffrey.com/
Check out our previous episodes with her co-authors on the article:
1. Episode 11: Rethinking Black History with LaGarrett King
2. Episode 69: The Complexity of Citizenship for Black Women Social Studies Teachers with Amanda E. Vickery
Some of Michael’s favorite episodes:
Some of Dan’s favorite episodes:
Picture Book: Something Happened in Our Town: A Child’s Story about Racial Injustice by Marianne Celano, Marietta Collins, & Ann Hazzard
These Diana Hess resources can help with deliberation:
1. Hess, D. E. Controversy in the classroom: The democratic power of discussion. New York: Routledge, 2009.
2. Hess, D. E. (2004). Discussion in social studies: Is it worth the trouble? Social Education, 68(2), 151-157.

Biography

Genevieve Caffrey is a doctoral student in the Learning, Teaching and Curriculum Department at the University of Missouri-Columbia with an emphasis in justice-oriented, democratic social studies education. For 12 years she was an elementary educator and an active leader of Educators for Social Justice in St. Louis. She created the LETS ACT Framework and has presented the concept to numerous elementary educators across various cities.

Episode 99: Edcamp Unconferences with Hadley Ferguson & Jeff Carpenter

December 21, 2018December 21, 2018Leave a comment

In this episode, Dan and Michael chat with edcamp co-founder and executive director Hadley Ferguson and researcher Jeff Carpenter about edcamp unconferences.

Episode 99

Books, Articles and Other Amazing Resources

Edcamp Foundation website: https://www.edcamp.org/
Carpenter, J. P., & Linton, J. N. (2016). Edcamp unconferences: Educators’ perspectives on an untraditional professional learning experience. Teaching and Teacher Education, 57, 97-108.

Biographies

Hadley Ferguson is a founding member of the Edcamp movement, which began in Philadelphia in 2009 with the first conference–Edcamp Philly. Since its inception in 2014, Hadley has been charged with driving and implementing the Edcamp Foundation’s vision and strategic plan, and oversees all operations from its headquarters outside of Philadelphia. From 2010 to 2014 Hadley was intimately involved in the organization and execution of many Edcamps in the Philadelphia area, and was integral in mobilizing EdcampIS (Independent Schools) and Edcamp Online (the first Edcamp to be hosted completely online from MIT’s Media Lab). Prior to her role as Executive Director, Hadley spent 14 years as a middle school Humanities and History teacher in an independent school in the Philadelphia suburbs where she served on and chaired many supervisory committees including New Faculty Mentoring, Mission Alignment, Supplemental Programs and Professional Development. Hadley, who homeschooled her four children until 8th grade, holds a BA and a MEd from Smith College and is married to her husband of 40 years. When she’s not driving ways to improve professional learning for educators, she can be found in her garden.

Jeffrey P. Carpenter, Ph.D. is Associate Professor of Education and Director of the Teaching Fellows Program at Elon University in North Carolina. He taught secondary English and ESOL in the U.S. and abroad for 10 years before transitioning into teacher education. His research interests include collaborative learning, social media, and 21st-century teaching and learning. His research has been published in outlets such as Teaching and Teacher Education, Journal of Research on Technology in Education, and Professional Development in Education. He can be found on Twitter @jeffpcarpenter or via e-mail at jcarpenter13@elon.edu.

Episode 97: Social Studies Journals

December 2, 2018December 14, 2018Leave a comment

In episode 97, Dan and Michael picked 9 social studies journal and book series editors to participate in a session to find out what happens when editors stop being polite and start getting real…The Real World. This episode was recorded live before a studio audience at the 2018 College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS) Annual Meeting.

Books, Articles and Other Amazing Resources

NOTE: The journal editors below do not include all editors for the journal, but just those guests who appeared on the episode. We are still updating the information for some journals and editors.

Theory & Research in Social Education (TRSE) with guest editors Wayne Journell & Paul Fitchett

The purpose of Theory & Research in Social Education is to disseminate high-quality empirical research about K-12 social studies education, preservice social studies education, and other topics related to civic/social education and historical understanding. The audience for TRSE typically consists of scholars of social studies education and educational policymakers. Submission requirements for TRSE can be found at https://www.tandfonline.com/action/authorSubmission?journalCode=utrs20&page=instructions

Any questions related to TRSE can be directed to Dr. Wayne Journell, Editor (associate professor, University of North Carolina at Greensboro, awjourne@uncg.edu)

Journal of Social Studies Research with guest editor William B. Russell III

The Journal of Social Studies Research (JSSR) is an internationally recognized peer-reviewed journal designed to foster the dissemination of ideas and research findings related to the social studies. JSSR is the official publication of The International Society for the Social Studies (ISSS). JSSR is published four times per year (winter, spring, summer, & fall). Find more: https://www.journals.elsevier.com/the-journal-of-social-studies-research/

Oregon Journal for the Social Studies (OJSS) with guest editor Kenneth Carano

The Oregon Journal of the Social Studies is a peer-reviewed, electronic journal that provides an outlet for P-16 social studies research, best practices, lesson plans, & reviews. The OCSS is currently issuing a call to submit manuscripts for a special issue on Ethnic and Indigenous Studies in Social Studies Education. Additionally, we welcome inquires on special issues. You can contact the editor, Ken Carano, at caranok@wou.edu.

Ken Carano is an associate professor of social studies education at Western Oregon University. In addition to his editorial duties for OJSS, he is also programs coordinator for the Center for Geography Education in Oregon. Prior to his experience in higher education he taught high school social studies for 9 years. Additionally, he taught elementary students in Suriname, South America, where he was a Peace Corps Volunteer. His scholarship interests include preparing teacher candidates to instruct from a humanizing and social justice framework in order that students develop empathy and become critically literate citizens in an increasingly interconnected world. He will respond to your tweets at @caranowou.

Here is a link to the upcoming special issue on Ethnic Studies & Indigenous Studies Call for Manuscripts. https://sites.google.com/site/oregoncouncilforsocialstudies/O-J-S-S/call-for-manuscripts

Social Studies Journal (SSJ) with guest editors Jessica Schocker & Sarah Brooks

Social Studies Journal is a peer-reviewed open access publication of the Pennsylvania Council for the Social Studies and was first published in 1967. I assumed editorship in 2016 and Sarah Brooks came on board as Associate Editor in 2017. SSJ accepts submissions of original, full-length manuscripts that focus on research and/or practice in PK-12 social studies education, teacher preparation, and teacher professional development. SSJ welcomes submissions from established and emerging scholars as well as PK-12 teachers and other education professionals in the field of social studies. We publish two issues per year, fall and spring, and accept manuscripts on a rolling basis and via a biannual call.

SSJ prides itself on a substantive, yet expedient, peer review process where each manuscript is reviewed by at least two scholars and often at least one practicing teacher. SSJ is also proud to be accessible for practicing and in-service teachers while also upholding high standards for grounding practice in established research and theory. Three times in the last three years, scholars have published papers with graduate students including, for example, our most recent issue: Anne-Lise Halvorsen and Maribel Santiago published with their students, Eliana Castro and Alyssa Whitford.

Find more: https://pcssonline.org/pcss-journal/. To be updated shortly.

Social Studies Research and Practice (SSRP) with guest editor Cynthia Sunal

Social Studies Research and Practice is a peer reviewed online journal providing a forum for the dissemination of research, action research on social studies education. It further disseminates knowledge and understanding of emerging instructional practices and curriculum in social studies education. Queries can be directed to Cynthia Szymanski Sunal at cvsunal@ua.edu. Manuscripts are submitted at https://mc.manuscriptcentral.com/ssrp

The Executive Editor is Cynthia Szymanski Sunal, Professor of Social Studies Education and Department Head, Curriculum and Instruction, at The University of Alabama.

Research in Social Education book series by Information Age Publishing with guest editor Brad Maguth

Research in Social Education is a premier book series, edited by experienced contributors, which has a strong tradition of contributing knowledge in the areas of social education and social studies education. Book volumes are thematic, report on timely and significant issues and topics in the field, and communicate conceptual or empirical research findings. The series encourages global and multicultural voices and perspectives, and innovative contributions that question and investigate different dimensions and disciplines of social education. You can locate information about currently published and forthcoming books in the series at: https://www.infoagepub.com/series/Research-in-Social-Education

Queries for those interested in submitting a book proposal can be directed to Brad Maguth at bmaguth@uakron.edu

The co-editors are Brad Maguth, Associate Professor of Social Studies Education at The University of Akron, and Merry Merryfield, Professor Emertus, of Global and Social Studies Education, at The Ohio State University.

Social Studies and the Young Learner (SSYL) with guest editor Scott M. Waring

The goal of Social Studies and the Young Learner is to capture and enthuse elementary teachers across the country by providing relevant and useful information about the teaching of social studies to elementary students.The teaching techniques presented in this peer-reviewed journal are designed to stimulate the reading, writing, and critical thinking skills vital to classroom success. SSYL is published quarterly: September/October; November/December; January/February; and March/April. Members who receive SSYL also get two issues of Social Education—the May/June issue (which includes the Notable Trade Books for Young People list) and the September issue. Find more: https://www.socialstudies.org/publications/ssyl

Contemporary Issues in with guest editor Scott M. Waring

Contemporary Issues in Technology and Social Studies Teacher Education is sponsored by the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies. The purpose of this journal is to provide a forum for reporting on research relating to social studies content, teacher education, and technology. Although research reports and theoretical articles which address social studies technologies in teacher education are the main focus of the CITE Journal, we are also interested in publishing scholarly research on social studies teacher education that makes creative use of technology in the presentation of the article on the Web. Because the journal provides a unique opportunity for dialogue, we encourage commentary on existing articles. These commentaries will be refereed and are presented along side the original in later editions. CITE — Social Studies Education is edited by Richard Hartshorne & Scott M. Waring. Find more: https://www.citejournal.org/category/social-studies/

Episode 96: Supporting Youth-led Action with Marti Tippens Murphy

November 25, 2018December 14, 2018Leave a comment

In this episode, Dan and Michael chat with Marti Tippens Murphy about her new article in Social Education titled, “Youth in Front: Supporting Youth-Led Social Action.”

Books, Articles and Other Amazing Resources

Murphy, M. T. (2018). Youth in front: Supporting youth-led social action. Social Education, 82(5), 255-259.
Facing History and Ourselves: https://www.facinghistory.org/
1. Current events: includes, voting, elections and health of a democracy: https://www.facinghistory.org/educator-resources/current-events
2. Eyes on the Prize (streaming video): https://www.facinghistory.org/books-borrowing/eyes-prize-americas-civil-rights-movement
Learn more about Charlotta Bass: https://en.wikipedia.org/wiki/Charlotta_Bass
Learn more about Lynda Lowery and Turning 15 on the Road to Freedom: https://www.npr.org/2015/01/17/377197156/new-memoir-recalls-marching-in-selma-at-just-15
Learn more about Danielle Allen and her Youth Participatory Politics Research Network 10 questions for youth changemakers: http://yppactionframe.fas.harvard.edu/files/actionframe/files/v3_final.pdf
See more on the videos Marti mentioned on the Engage Memphis page: https://www.facinghistory.org/about-us/offices/memphis/engage-memphis
Our editor, Zack Seitz was the lead author on an inquiry with Dan and Prentice Chandler on Voter ID laws in the same issue of Social Education: Seitz, R. Z., Krutka, D. G., & Chandler, P. T. (2018). Are voter ID laws democratic?: Teaching deliberation for informed citizens. Social Education, 82(5), 291-298.

Biography

Marti Tippens Murphy has served as the executive director of Facing History and Ourselves’ Memphis office since 2014 but her roots with the organization date back to 1997. Her love for history and passion for storytelling led her to the organization’s Los Angeles office after receiving a master of arts in journalism from California State University Northridge. Prior to that, she received her bachelor of arts in international relations from Rhodes College. Since returning to her hometown of Memphis, she’s led the Facing History Memphis team through multiple initiatives that aim to foster community, empower young people, and generate conversations about today’s equity and justice issues by looking through the lens of history.

Episode 95: Affirming Indigenous Sovereignty with Sarah Shear, Leilani Sabzalian, & Lisa Brown Buchanan

November 19, 2018December 14, 2018Leave a comment

In this episode, Dan and Michael chat with Sarah Shear, Leilani Sabzalian, and Lisa Brown Buchanan about their new Social Studies and the Young Learner article, “Affirming Indigenous Sovereignty: A Civics Inquiry.”

Books, Articles and Other Amazing Resources

Shear, S. B., Sabzalian, L., & Buchanan, L. B. (2018). Affirming Indigenous Sovereignty: A Civics Inquiry. Social Studies and the Young Learner, 31(1), 12-18.
For more on how state standards address Indigenous Peoples and Nations, see Sarah’s study on the standards: Shear, S. B., Knowles, R. T., Soden, G. J., & Castro, A. J. (2015). Manifesting destiny: Re/presentations of indigenous peoples in K–12 US history standards. Theory & Research in Social Education, 43(1), 68-101.
Dolores Calderón’s work is often ignored by social studies scholarship, but addresses issues like “First Americans” or “First Texans”: Calderón, D. (2014). Uncovering settler grammars in curriculum. Educational Studies, 50(4), 313-338; Calderón, D. (2014). Speaking back to manifest destinies: A land education-based approach to critical curriculum inquiry. Environmental Education Research, 20(1), 24-36.
NCSS Position Statement “Toward Responsibility: Social Studies Education that Respects and Affirms Indigenous Peoples and Nations”: https://www.socialstudies.org/positions/indigenous-peoples-and-nations
Debbie Reese’s website on American Indians in Children’s Literature: https://americanindiansinchildrensliterature.blogspot.com
Debbie’s podcast with Visions of Education: https://visionsofed.com/2017/09/13/episode-67-american-indians-in-childrens-literature-with-debbie-reese/
Debbie Reese’s blog post “Are we people of color?”: https://americanindiansinchildrensliterature.blogspot.com/p/we-are-not-people-of-color.html
NPR “A Few Things to Know About Why Treaties Matter”: https://www.youtube.com/watch?v=bexvE4lZRGo
Background on Indigenous land tenure issues from the Indian Land Tenure Foundation: https://iltf.org/land-issues/issues/

Biographies

Sarah B. Shear, Assistant Professor, Social Studies Education, Penn State University-Altoona. Her work examines race/ism and settler colonialism in K-12 social studies curriculum, specifically state-mandated standards and textbooks representations of Indigenous peoples and nations. Sarah’s work also examines settler colonialism in teacher education, film, and qualitative inquiry. You can find out more about her by visiting her website, http://sarahshearphd.com.

Leilani Sabzalian (Alutiiq), is an Assistant Professor of Indigenous Studies in Education at the University of Oregon. Her research focuses on creating spaces to support Indigenous students and Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and practice. Learn more about Dr. Sabzalian at https://education.uoregon.edu/users/leilani-sabzalian.

Lisa Brown Buchanan is an Associate Professor of Elementary Social Studies at the University of North Carolina-Wilmington. Her research focuses on preparing preservice teachers to teach for topics of race, rights, immigration, family structure, and religion through the use of film, children’s literature, historical sources, and discussion. Learn more about Dr. Buchanan at http://people.uncw.edu/buchananl/.

Episode 93: Ona Judge, George Washington, & the Histories of African American Women with Erica Armstrong Dunbar

October 22, 2018October 22, 2018Leave a comment

In this episode, Dan and Michael chat with Erica Armstrong Dunbar about the work of historians, telling the stories of African American women, teaching slavery, and specifically her book, Never Caught: The Washingtons’ Relentless Pursuit of Their Runaway Slave, Ona Judge.

Books, Articles and Other Amazing Resources

Dunbar, E. A. (2017). Never caught: The Washingtons’ relentless pursuit of their runaway slave, Ona Judge. New York, NY: Simon & Schuster.
Dunbar, E. A. (2008). A fragile freedom: African American women and emancipation in the antebellum city. New Haven, CT: Yale University Press.
Find more on Dr. Dunbar’s work on her site: https://ericaarmstrongdunbar.com/
See related Visions of Education episodes:
Here is George Washington’s 1796 runaway ad for Ona Judge from the Philadelphia Gazette (Dr. Dunbar pointed out that this is incorrectly labeled as the Pennsylvania Gazette on Wikipedia) and here is Dan’s inquiry bellringer lesson he used in his class.
Here are letters from George Washington to Oliver Wolcott (his Secretary of the Treasury) about Ona.

Biography

Erica Armstrong Dunbar, Ph.D. is a late eighteenth and early nineteenth-century scholar with a specialization in African American women’s history. She is an expert in urban slavery, emancipation studies, and the intersection of race and gender in American history. Her focus on early African American history serves as a natural bridge to her directorship of the Program in African American History at the Library Company of Philadelphia. You can find more on her work on her Rutgers page.

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