Episode 211: Arts Integrated Historical Empathy with Jason Endacott

In episode 211, Dan and Michael chat with Jason Endacott about his article published in Theory & Research in Social Education, “Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application.”

Transcript 

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Books, Articles and Other Amazing Resources

  1. Endacott, J. L., Warren, J., Hackett-Hill, K., & Lalonde, A. (2023). Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application. Theory & Research in Social Education, 1-44.
  2. Letting future generations speak with Holocaust survivors from 60 Minutes
  3. Endacott, J.L, & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41-58.
  4. CNN story on “No Guts, No Glory” by Ben Turnbull
  5. Wikipedia page for Hamburger Hill movie
  6. Wikipedia page for Hearts and Minds documentary
  7. Mason, L. E., Krutka, D. G., & Heath, M. K. (2021). The metaphor is the message: Limitations of the media literacy metaphor for social studies. Contemporary Issues in Technology and Teacher Education, 21(3), 770-780.
  8. Wikipedia page for We Were Soldiers
  9. Wikipedia page for Band of Brothers
  10. See the Smithsonian American Art Museum page for Asco’s Stations of the Cross
  11. Stoddard, J. D. (2006). Attempting to understand the lives of others: Film as a tool for developing historical empathy. In A. S. Marcus (Ed.), Celluloid blackboard: Teaching history with film (pp. 187–214). Information Age.
  12. Metzger, S. A. (2012). The borders of historical empathy: Students encounter the Holocaust through film. The Journal of Social Studies Research, 36(4), 387–410.

Biography
Jason L. Endacott is Associate Professor of Secondary Social Studies Education and Graduate Coordinator for the department of Curriculum and Instruction at the University of Arkansas. His current research interests focus on the intersection of historical empathy, inquirer positionality, and pragmatic theories of knowledge. He has published the results of his research in Theory and Research in Social Education, Journal of Social Studies Research, Social Studies Research and Practice, and other similarly positioned scholarly outlets. Prior to his appointment to higher education, Dr. Endacott taught 7th and 8th grade social studies for 10 years at New Mark Middle School in the North Kansas City, Missouri school district. His future research plans include exploring the possibilities for promoting prosocial democratic civic engagement through the purposeful development of empathy as a core disposition in the secondary social studies classroom. You can find more on ResearchGate and Google Scholar.

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