Theory and research in social education

• 

  Año 2022, Vol. 50, Número 2

  • Features

    • History is critical: Addressing the false dichotomy between historical inquiry and criticality

      Maribel Santiago, Tadashi Dozono

      • Resumen

      págs. 173-195

      

    • Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class

      Sarah McGrew

      • Resumen

      págs. 196-225

      

    • “Technology inevitably involves trade-offs”: The framing of technology in social studies standards

      Daniel G. Krutka, Scott Alan Metzger, R. Zackary Seitz

      • Resumen

      págs. 226-254

      

    • Assessing computational thinking in the social studies

      Meghan McGlinn Manfra, Thomas C. Hammond, Robert M. Coven

      • Resumen

      págs. 255-296

      

    • Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

      Lisa De Schaepmeester, Johan Van Braak, Koen Aesaert

      • Resumen

      págs. 297-326

      

  • Media Reviews

    • From “contained risk taking” to “required risk taking”: Hard questions: Learning to teach controversial issues, by Judith L. Pace, Lanham, MD, Rowman & Littlefield, 2021, 226 pp., $78.00 (hardback), $36.00 (paperback), ISBN-13: 978-1475851977

      Casey Holmes, Paula McAvoy

      Es reseña de:

      • Hard questions: Learning to teach controversial issues

        Judith L. Pace

        Lanham : Rowman & Littlefield Publishers, 2021

      págs. 327-329

      

    • Centering the lives of immigrant and refugee youth: (Re)envisioning narratives of belonging in social studies education: Humanitarianism and mass migration: Confronting the world crisis, edited by Marcelo M. Suárez-Orozco, Oakland, University of California Press, 2019, 416 pp., $85.00 (hardcover); $32.95 (softcover), ISBN: 9780520297142

      Ashley Taylor Jaffee, Gerardo Joel Aponte Safe

      Es reseña de:

      • Humanitarianism and mass migration: Confronting the world crisis

        Marcelo M. Suárez Orozco (ed. lit.)

        Oakland : University of California Press, 2019

      págs. 330-334

      

    • A more conscious history education? Historical consciousness, narrative, and identity in French Canadian schools: Beyond history for historical consciousness: Students, narrative, and memory, by Stéphane Lévesque and Jean-Phillipe Croteau, Toronto, University of Toronto Press, 2020, 197pp., $29.95 (paperback), ISBN: 9781487524531

      Anna Clark

      Es reseña de:

      • Beyond history for historical consciousness: Students, narrative, and memory

        Stéphane Lévesque, Jean-Phillipe Croteau

        Toronto : University of Toronto Press,, 2020

      págs. 335-337