Episode 124 Elementary Citizenship From A Century Ago with Carolyn Weber & Sarah Montgomery

In Episode 122 Dan and Michael talk with Drs. Carolyn Weber and Sarah Montgomery about their new article published in Theory & Research in Social Education, “The emergence of elementary citizenship education: Insights from Iowa’s rural schools, 1910–1935.” It is kind of like that West Wing episode where everyone is talking about that book about what life was like 100 years ago – except set in rural schools in Iowa.

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Episode 124- Elementary Citizenship From A Century Ago.png

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Episode 123: Contained Risk-Taking When Teaching Controversial Issues with Judy Pace

In Episode 123, Dan and Michael talk with Dr. Judy Pace about her new article published in Theory & Research in Social Education, “Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries.”

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Episode 123- Contained risk-taking When Teaching Controversial Issues

Books, Articles and Other Amazing Resources

  1. Pace, J. L. (2019). Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47(2), 228-260.
  2. Pace, J. L. (2017/18). Preparing teachers in a divided society: Lessons from Northern Ireland. Phi Delta Kappan, 99(4), 26-32.
  3. Buy her book!: Pace, J. L. (2015). The charged classroom: Predicaments and possibilities for democratic teaching. Routledge.
  4. There are various examples of educators and scholars using the Structured Academic Controversy (SAC) model and here is one: Nathan, E., & Lee, C. K. E. (2004). Using structured academic controversies in the social studies classroom. Teaching and Learning, 25(2), 171-188.

Biography

Dr. Judith L. Pace is an education professor who uses case studies, inquiry projects, and film to challenge students to explore multiple perspectives on issues of educational justice. She does qualitative research on classroom teaching and its sociocultural and political dynamics. Her current project examines how teacher educators prepare preservice teachers for teaching controversial issues in divided societies and politically turbulent times. Recent articles include “Contained risk-taking: preparing preservice teachers to teach controversial issues in three countries” and “Preparing teachers in a divided society: Lessons from Northern Ireland.” Her forthcoming book is titled Hard Questions: Learning to Teach Controversial Issues. Professor Pace earned her doctorate of education from Harvard University where she worked on school reform efforts at Project Zero. See full biography at the University of San Francisco site.

Episode 122: Parkland Student Activism and Political Emotion with Kathleen Knight Abowitz & Dan Mamlok

In Episode 122, Dan and Michael offer condolences to the recent victims of mass shootings and talk with Kathleen Knight Abowitz and Dan Mamlok about their new article published in Theory & Research in Social Education, “The case of #NeverAgainMSD: When proceduralist civics becomes public work by way of political emotion.”

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Episode 122

Books, Articles and Other Amazing Resources

  1. Knight Abowitz, K., & Mamlok, D. (2019). The case of #NeverAgainMSD: When proceduralist civics becomes public work by way of political emotion. Theory & Research in Social Education, 47(2), 155-175.
  2. Please read, A Response to Mass Shootings from NCSS, which Kathleen Knight Abowitz, Dan Mamlok, and our own Dan Krutka helped write alongside the CUFA and NCSS boards.
  3. Check out our previous episode on Dewey!: Episode 70: John Dewey & Social Studies with Daniel Stuckart

Biographies

Kathleen Knight Abowitz is a professor of philosophy and social foundations of education in the Department of Educational Leadership in the College of Education, Health, and Society at Miami University of Ohio. Prior to coming to Miami, I helped create a service-learning program with students at the University of Mary Washington in Fredericksberg, Virginia (my home state!).  My research areas include democratic education, governance, and leadership issues in P-16 education. My work appears in leading peer-reviewed national and international journals such as Review of Educational Research, American Educational Research Journal, Teachers College Record, Journal of Teacher Education, Educational Policy, Phi Delta Kappan, and Educational Theory. You can download some of my published work here. I participate in public school activism, as a citizen of Ohio, through the Ohio Public School Advocacy Network.

Dan Mamlok is a Horizon Postdoctoral Fellow under the aegis of Concordia’s Early Childhood and Elementary Education program, the UNESCO Co-Chair in the Prevention of Radicalisation and Violent Extremism, and the federally funded SOMEONE Project. He holds a PhD in Educational Leadership, Culture, and Curriculum from Miami University in Oxford, Ohio. His dissertation, Digital Technology and Education in the Age of Globalization, explored social and cultural aspects of integrating technology and education, and specifically dealt with questions regarding democracy, education, and citizenship. His research at Concordia University elaborates on some of the themes discussed in his dissertation, and specifically examines the influences of digitized play worlds on young children and the ways in which they forge their identity, with the aim of developing resilience against hate speech. Beyond his interests in educational technologies and sociocultural studies in education, his research interests include philosophy of education, democracy and education, and aesthetic education.

Episode 116: Indigenous Counterstories on an Elementary Field Trip with Harper Keenan

In Episode 116, Michael and Dan chat with Harper Keenan about his new article published in Theory & Research in Social Education, “Visiting Chutchui: The making of a colonial counterstory on an elementary school field trip.”

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Episode 116

Books, Articles and Other Amazing Resources

  1. Here’s the article in APA form: Keenan, H. B. (2019). Visiting Chutchui: The making of a colonial counterstory on an elementary school field trip. Theory & Research in Social Education, 47(1), 52-75.
  2. You might also check out Harper’s related article in Teachers College Record: Keenan, H. B. Selective memory: California mission history and the problem of historical violence in elementary school textbooks. Teachers College Record, 121(8).
  3. Check out Dr. Keenan’s website at www.harperkeenan.com and hit him up on Twitter at @HarperKeenan.

Biography

Harper Keenan is the Robert Quartermain Assistant Professor in the Department of Curriculum & Pedagogy at the University of British Columbia. Before earning his PhD at the Stanford Graduate School of Education, he was an elementary school teacher in New York City. His current research examines the treatment of complex social issues in early childhood and elementary education. Harper’s recent work has been published in Theory & Research in Social Education, the Harvard Educational Review, and Teachers College Record.

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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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.