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Theorizing necropolitics in social studies education

Total de citas: 10

Artículo citado
Between Trauma and Perpetration : Psychoanalytical and Social Psychological Perspectives on Difficult Histories in the Israeli Context (2017) Vol. 45 Núm. 3 Pág. 349-377
Engaging with issues of death, loss, and grief in elementary school : Teachers’ perceptions and affective experiences of an in-service training program on death education in Cyprus (2021) Vol. 49 Núm. 1 Pág. 54-77
Asian Americans in American History : An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards (2016) Vol. 44 Núm. 2 Pág. 244-276
What Preservice Social Studies Teachers (Don't) Know About Politics and Current Events-And Why It Matters (2013) Vol. 41 Núm. 3 Pág. 316-351
“You excluded us for so long and now you want us to be patriotic?” : African American Women Teachers Navigating the Quandary of Citizenship (2017) Vol. 45 Núm. 3 Pág. 318-348
Standardizing Indigenous erasure : A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards (2021) Vol. 49 Núm. 3 Pág. 321-359
Aspiring nepantleras : Conceptualizing social studies education from the rupture/la herida abierta (2022) Vol. 50 Núm. 1 Pág. 74-100
Teaching Through Turmoil : Social Studies Teachers and Local Controversial Current Events (2016) Vol. 44 Núm. 3 Pág. 283-315
Feeling fear as power and oppression : An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework (2022) Vol. 50 Núm. 3 Pág. 431-463
The making of global Black anti-citizen/citizenship : Situating BlackCrit in global citizenship research and theory (2021) Vol. 49 Núm. 2 Pág. 153-175