Theory and research in social education

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  Año 2019, Vol. 47, Número 2

  • Features

    • The case of #NeverAgainMSD: When proceduralist civics becomes public work by way of political emotion

      Kathleen Knight, Dan Mamlok

      • Resumen

      págs. 155-175

      

    • Examining the relationship between teachers’ discussion facilitation and their students’ reasoning

      Jada Kohlmeier, John W. Saye

      • Resumen

      págs. 176-204

      

    • Managing an unpopular opinion in a controversial political issue discussion

      Terence A. Beck

      • Resumen

      págs. 205-227

      

    • Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries

      Judith L. Pace

      • Resumen

      págs. 228-260

      

    • The emergence of elementary citizenship education: Insights from Iowa’s rural schools, 1910–1935

      Carolyn A. Weber, Sarah E. Montgomery

      • Resumen

      págs. 261-293

      

  • Commentary

    • On ethical judgments in history education: A response to Milligan, Gibson, and Peck

      Kent den Heyer

      págs. 294-298

      

    • On taking a more encompassing view: A response to den Heyer

      Andrea Milligan, Lindsay Gibson, Carla L. Peck

      págs. 299-300

      

  • Media Reviews

    • Inspiring examples of critical peace education: Will we rise to the occasion?

      Sherrie Beeson, Sarah A. Mathews

      Es reseña de:

      • Critical peace education and global citizenship: Narratives from the unofficial curriculum

        Rita Verma

        New York : Routledge, 2017

      págs. 301-305

      

    • Teaching toward a reflective citizenry: Is John Dewey the “hero” social studies educators forgot?

      Kenneth T. Carano

      Es reseña de:

      • Turning pragmatism into practice: A vision for social studies teachers

        D.W. Stuckart

        Lanham : Rowman & Littlefield, 2018

      págs. 306-310