Episode 98: Teaching Students to Speak with Confidence & Listen with Empathy with Molly Andolina & Hilary Conklin

In this episode, Dan and Michael chat with Molly Andolina and Hilary Conklin about their new research published in Theory and Research in Social Education titled, Speaking With Confidence and Listening With Empathy: The Impact of Project Soapbox on High School Students.

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Episode 97: Social Studies Journals

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.

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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

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.”

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Books, Articles and Other Amazing Resources

  1. Murphy, M. T. (2018). Youth in front: Supporting youth-led social action. Social Education, 82(5), 255-259.
  2. 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
  3. Learn more about Charlotta Bass: https://en.wikipedia.org/wiki/Charlotta_Bass
  4. 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
  5. 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
  6. See more on the videos Marti mentioned on the Engage Memphis page: https://www.facinghistory.org/about-us/offices/memphis/engage-memphis
  7. 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

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.”

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Books, Articles and Other Amazing Resources

  1. 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.
  2. 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.
  3. 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.
  4. 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
  5. Debbie Reese’s website on American Indians in Children’s Literature: https://americanindiansinchildrensliterature.blogspot.com
  6. Debbie’s podcast with Visions of Education: https://visionsofed.com/2017/09/13/episode-67-american-indians-in-childrens-literature-with-debbie-reese/
  7. Debbie Reese’s blog post “Are we people of color?”: https://americanindiansinchildrensliterature.blogspot.com/p/we-are-not-people-of-color.html
  8. NPR “A Few Things to Know About Why Treaties Matter”: https://www.youtube.com/watch?v=bexvE4lZRGo
  9. 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

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.

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Books, Articles and Other Amazing Resources

  1. Dunbar, E. A. (2017). Never caught: The Washingtons’ relentless pursuit of their runaway slave, Ona Judge. New York, NY: Simon & Schuster.
  2. Dunbar, E. A. (2008). A fragile freedom: African American women and emancipation in the antebellum city. New Haven, CT: Yale University Press.
  3. Find more on Dr. Dunbar’s work on her site: https://ericaarmstrongdunbar.com/
  4. See related Visions of Education episodes:
    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
    3. Episode 79: Black Critical Patriotism in Elementary Social Studies with Chris Busey & Irenea Walker
    4. Episode 80: New Standards for Teaching American Slavery with Kate Shuster
  5. 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.
  6. 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.

Episode 92: Teaching Against Misinformation with Erica Hodgin and Joe Kahne

In this episode, Dan and Michael chat with Erica Hodgin and Joe Kahne about their Social Education publication, “Misinformation in the Information Age: What Teachers Can Do to Support Students.”

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Books, Articles and Other Amazing Resources

  1. Hodgin, E. & Kahne, J. (2018). Misinformation in the Information Age: What teachers can do to support students. Social Education, 82(4), 208-211.
  2. Kahne, J., Hodgin, E., & Eidman-Aadahl, E. (2016). Redesigning civic education for the digital age: Participatory politics and the pursuit of democratic engagement. Theory & Research in Social Education, 44(1), 1-35.
  3. The Civic Engagement Research Group website is www.civicsurvey.org, they can be found on Twitter at @Ed4Democracy, and you can sign up for the Ed4Democracy Newsletter too!
  4. The Civic Engagement Research Group created the Educating for Democracy Deep Dive with the Teaching Channel, which is a curated collection of videos, educational resources, blogs, articles and relevant research related to democratic education.
  5. The Digital Civics Toolkit is another resource for educators that Erica developed in partnership with Carrie James and Sangita Shresthova that focuses in on the digital dimensions of civic engagement. It’s also embedded within the Teaching Channel Deep Dive.

Biographies

Erica Hodgin is the Associate Director of the Civic Engagement Research Group (CERG), http://www.civicsurvey.org, at the University of California, Riverside and the Project Director of the Leveraging Equity and Access in Democratic Education (LEADE) Initiative.

Joseph Kahne holds the Dutton Presidential Chair for Education Policy and Politics at the University of California at Riverside. His work can be found at @jkahne, jkahne@ucr.edu, and civcisurvey.org.

Episode 91: Truth, Justice and Reasoning with Democratic Values with Anna-Lise Halvorsen, David E. Harris, and Paul F. Dain

In this episode Dan and Michael chat with Anna-Lise Halvorsen, David E. Harris, and Paul F. Dain about their new book Reasoning with Democratic Values 2.0: Ethical Issues in American History, (Volume 1 & Volume 2) which helps teachers to promote critical thinking and social responsibility in their United States History and Civics classes. Plus, we discuss a potential Superman reboot.

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Episode 90: Inquiring into Girls’ Access to Education with Heather Hagan & Carolyn Weber

In Episode 90, Michael and Dan talk with Heather Hagan and Carolyn Weber about their recent article published in Middle Level Learning titled, “The Global Challenge of Equal Access for Girls to an Education: An Investigation Using Inquiry” In this article, they discuss how educators can teach students about the rights young women have to an education in different countries around the world using the Inquiry Arc of the C3 Framework.

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Episode 89: Students’ Rights in Schools with Kimberlee Ried

In episode 89 Michael and Dan talk with Kimberlee Ried about students’ rights in schools, and her article published in the March/April issue of Social Education titled “Upholding Student Rights in the 20th Century: An Examination of Tinker v. Des Moines Independent Community School District.” In the article and episode, she discusses how the Tinker v. Des Moines Supreme Court case can be taught to illustrate students’ rights in schools.

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