In episode 203, Dan and Michael chat with Jenni Conrad and Jenni Gallagher about two articles—one with Wendy Chan published in Theory & Research in Social Education, “Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry” and another published in Social Education title, “Designing Questions for Critical Inquiry.”

Transcript 

Books, Articles and Other Amazing Resources

1. Conrad, J., Gallagher, J. L., & Chan, W. (2024). Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry. Theory & Research in Social Education, 1-43.
   1. Note: The authors want to recognize their co-author on the article, Wendy Chan, and also recognize Lisa Sibbett, who supported theorization and coding. 
2. Conrad, J., & Gallagher, J. (2023). Designing Questions for Critical Inquiry. Social Education, 87(1), 22-30.
3. Episode 10: C3 Framework for Social Studies with Kathy Swan
4. Episode 136: Lessons for Findings Lessons Online with Jennifer Gallagher & Elizabeth Bellows
5. Episode 155: Navigating Identity as Controversy with Jenni Conrad
6. Crowley, R. M., & King, L. J. (2018). Making inquiry critical: Examining power and inequity in the classroom. Social Education, 82(1), 14-17.
7. Carly’s episode
8. Hlavacik, M., & Krutka, D. G. (2021). Deliberation can wait: How civic litigation makes inquiry critical. Theory & Research in Social Education, 49(3), 418-448.
9. Episode 174: Three Approaches to Framing Critical Inquiries with Mark Hlavacik
10. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269.

Biographies

Jenni Conrad is Assistant Professor of Social Studies and Teacher Education at Oregon State University, Cascades. Her research focuses on understanding relationships between teacher learning, identities, and instructional shifts towards justice-oriented practices, particularly with social studies discussions and inquiry-based teaching. Previously, she served as research scientist at the University of Pennsylvania, postdoctoral research fellow at Temple University, and as teaching faculty at the University of Washington and Seattle University. She taught for eight years in Seattle Public Schools and as an experiential educator with multiple outdoor and environmental nonprofits. Her writing appears in the American Educational Research Journal, Teachers College Record, Teaching & Teacher Education, Journal of Curriculum Studies, Qualitative Research, Multicultural Perspectives and others. 

Jenni Gallagher is an Associate Professor in the Literacy Studies, English Education and History Education department of the College of Education at East Carolina University where she teaches social studies education courses and serves as the program coordinator for the undergraduate and graduate history education programs. Dr. Gallagher is originally from northern Wisconsin and earned her B.A. and Master’s degree from the University of Minnesota. She taught social studies for several years in Colorado and then earned her Ph.D. at Iowa State University where she also taught diversity courses, social foundations of education and social studies methods. Her research and her professional efforts focus on supporting teacher candidates, in-service teachers and P-20 students in critical inquiry of the social world. She has also collaborated with colleagues across the college and engaged in related work in literacy education, science education and educational leadership. Her work has been presented and published in state, national and international outlets including Social Education, Social Studies and the Young Learner, Social Studies Research and Practice, Education, Citizenship and Social Justice and Journal of Social Studies Research. She can be reached at gallagherj17@ecu.edu.