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Wednesday, November 28, 2018

CUFA Executive Board Meeting

8:00 am to 11:00 am
Roosevelt 2, Concourse Level, East Tower
   

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Table 2: Critical Social Studies for Elementary Schools

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Adam Schmitt, University of Southern Maine

Interrogating Whiteness: A Critical Content Analysis of Notable Picture Books Recommended by the National Council of the Social Studies


Discussant:Adam Schmitt, University of Southern Maine

NA
Jacob Gates, Penn State University; Paul H. Ricks, Penn State University; Ren M. Rodrguez-Astacio, Penn State University

85

Elementary Schoolers Conceptualizations of American Slavery


Discussant:,

NA
Ryan Hughes, University of Michigan

85

Overcoming Barriers to Teaching Controversial Current Events at the Elementary Level


Discussant:,

NA
Genevieve Caffrey, University of Missouri

85

Three, two, one, agreement!: Critical Discourse Analysis on Children's Civic Dialogue


Discussant:,

NA
Xiaoying Zhao, University of Georgia; Ashli Walker, University of Georgia

85

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Table 3: Gender and Sexuality in Social Studies Education

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Lara Willox, University of West Georgia

Into the Past, Looking Forward: Historical Consciousness, Gender Equality, and a Future of Social Studies Education


Discussant:Lara Willox, University of West Georgia

NA
Kim Edmondson Speed, University of Alberta

86

Rural Homophobia: The Space of Isolation, Danger, and Fear


Discussant:,

NA
Heather Abrahamson, University of Minnesota

86

(Re)Constructing History Education: How Teachers Discuss their Discipline through the Lens of Gender and Women's History


Discussant:,

NA
Kimberly Bowman, Virginia Commonwealth University

86

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Table 4: The Role of Identity in Social Studies Teaching and Learning

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Christopher Clark, University of Georgia

Developing Intercultural Competence for Pre-Service Teachers: Reflections on Identity, Cultural Immersion, and Teaching History


Discussant:Christopher Clark, University of Georgia

NA
Ian McGregor, University of Connecticut

87

Historical Empathy: An Explanatory Mixed Methods Study


Discussant:,

NA
Katy Morgan, Kent State University

87

Illuminating Immigrant Identity: Immigrant Youth Identity and Sense of Civic Inclusion in the North Carolina High School Civics Classroom


Discussant:,

NA
Casey Holmes, NC State University

87

Negotiating Narratives, (Re)Producing Subjectivities: Perspectives of Second Generation Southeast Asian Youth


Discussant:,

NA
Van Anh Tran, Teachers College Columbia

87

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Table 5: Global Education

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Jennice Wright, Missouri State University

What Spoken Word Poetry Might Offer Global Citizenship Education


Discussant:Jennice Wright, Missouri State University

NA
Lauren Bagwell, University of Wisconsin-Madison

88

Reconceptualizing Global Citizenship Education


Discussant:,

NA
Andrea Menger, Kent State University

88

War and Peace in Social Studies Education


Discussant:,

NA
Scott Glew, University of Minnesota

88

Beyond Controversy: Deconstructing Helpful Discourses


Discussant:,

NA
Nick Jacobs, University of Alberta

88

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Table 6: Multicultural Education & Culturally Relevant Social Studies

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Gerardo Aponte-Martinez, University of Texas Rio Grande Valley

Untangling White and Christian Supremacy in Experiences with Social Studies: Two White Jewish Teachers' Experiences


Discussant:Gerardo Aponte-Martinez, University of Texas Rio Grande Valley

NA
Hannah Grisham, Michigan State University

89

Bringing Students to Life Using Affective, Aesthetic Historical Texts


Discussant:,

NA
B. Scott Durham, Michigan State University

89

Researching Learners' Experiences with Difficult Knowledge in the History Classroom


Discussant:,

NA
James Miles, University of Toronto

89

The Community as a Teacher Educator: Preparing Critically Conscious Social Studies Teacher Candidates in Detroit


Discussant:,

NA
Kaitlin Popielarz, Wayne State University

89

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Table 7: U.S. History Teaching & Curriculum

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Brian Gibbs, University of North Carolina at Chapel Hill

Playing the Past: A Directed Content Analysis of Affordances for Historical Thinking in a History-Oriented Videogame


Discussant:Brian Gibbs, University of North Carolina at Chapel Hill

NA
Taylor Kessner, Arizona State University

90

The Civil Rights Movement and Teacher Decision-Making


Discussant:,

NA
Peter M. Nelson, Michigan State University

90

U.S. History State Assessments, Discourse Demands, and English Learners' Achievement: Evidence for the Importance of Reading and Writing Instruction in U.S. History for English Learners


Discussant:,

NA
Jason Miller, University of Virginia

90

Racialized Figured Worlds and Teaching US History


Discussant:,

NA
Charley Brooks, University of California Santa Cruz

90

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Table 8: Social Studies Research across Disciplines

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Donald McClure, St. John's University

Environmental Justice and Social Studies Education: A Critical Discourse Analysis of Extractive Industry Curricular Materials


Discussant:Donald McClure, St. John's University

NA
Elaine Alvey, University of Georgia

91

National and Racial Ideology in the Teaching of the American South


Discussant:,

NA
Christoph Stutts, University of North Carolina

91

Market Structures & the NCAA: Student Learning in AP Economics


Discussant:,

NA
Ariel Cornett, University of Virginia; Colleen Fitzpatrick, Wake Forest University; Michael Gurlea, University of Virginia

91

Examining Student Learning Outcomes with the Inquiry Design Model: An Action Research Approach


Discussant:,

NA
William Keating, NC State University

91

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Table 9: Social Studies Teacher Education

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Lauren McArthur Harris, Arizona State University

Preservice Teachers' Views of Teaching News Media


Discussant:Lauren McArthur Harris, Arizona State University

NA
Joseph McAnulty, University of Georgia

92

The Art of Inquiry: Promoting and Supporting Shifts In Practice


Discussant:,

NA
Juliann Noble-Healy, Kennesaw State University

92

The Use of Video Case Study in an Early Secondary Social Studies Field Experience


Discussant:,

NA
Jessica Zaker, Indiana University

92

Intersectionality Professional Development and Why it Can't Wait


Discussant:,

NA
Bryan Arnold, Virginia Commonwealth University

92

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CUFA Grad Forum Welcome

10:00 am to 10:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

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Table 10: Teaching Citizenship and Politics

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Erin Casey, Louisiana State University

What Kind of History? Social Studies Teachers' Decisions around Politics in the Classroom


Discussant:Erin Casey, Louisiana State University

NA
Jerry Wilson, University of North Carolina

93

Growing Civic Engagement in Singapore - A Curriculum Analysis


Discussant:,

NA
Marilyn Lim, University of Wisconsin-Madison

93

Reframing Community Values for Cultivating Students' Environmental Citizenship: Rethinking Place-Based Education


Discussant:,

NA
Yun-Wen Chan, University of Wisconsin-Madison

93

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Table 1: Teaching World History

10:00 am to 11:15 am
Grand Ballroom B, Ballroom Level, East Tower
   

Scott Roberts, Central Michigan University

Why Don't We Talk About Rape?: Teaching About Sexual Violence in War and Genocide


Discussant:Scott Roberts, Central Michigan University

NA
George Dalbo, University of Minnesota

84

It isn't in the Curriculum: World History Teachers' Views on Presidential Elections


Discussant:,

NA
Erin Bronstein, Michigan State University

84

History Teachers' Purpose of Teaching and Affective Historical Empathy: The Case of the Comfort Women Issue in South Korea


Discussant:,

NA
Hana Jun, Indiana University

84

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TRSE Editorial Board Meeting

11:15 am to 1:00 pm
Roosevelt 2, Concourse Level, East Tower
   

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Rethinking Social Studies for Undocumented Students and Families

11:30 am to 1:00 pm
Columbus G, Ballroom Level, East Tower
   

Participants will discuss the challenges and opportunities that teachers encounter in the education of undocumented students. The conversation will then transition to how we can prepare pre-service teachers for these challenges and then begin building a network to help current educators learn about resources and how to find them.

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CUFA Grad Forum Conversation with Colleagues

12:00 pm to 1:00 pm
Grand Ballroom B, Ballroom Level, East Tower
   

  1. Topical or Timeless? Choosing a Research Agenda
  2. Researcher Positionality and Responsibility
  3. Navigating the Contemporary Job Market
  4. Becoming Public Intellectuals: Research as Engaged Activism
  5. Research-Practice Partnerships (with Will Irvin, Manager of College Preparation at the Gary Comer Youth Center in Chicago)

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Welcome and Opening Keynote-Dr. David Stovall

1:10 pm to 2:20 pm
Grand Ballroom A, Ballroom Level, East Tower
   

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Unconference

2:30 pm to 5:15 pm
Grand Ballroom D, Ballroom Level, East Tower
   

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Broadening the Conceptualization of LGBTQ+ Allyship in Social Studies Research

2:30 pm to 3:45 pm
Columbus KL, Ballroom Level, East Tower
   

Broadening the Conceptualization of LGBTQ+ Allyship in Social Studies Research


Discussant:,

We would like to examine current conceptualizations of LGBTQ+ allyship in social studies research. Through conversations, we will investigate the scope and embodiment of allyship along with exploring ways to further this space of research.
Bretton Varga, University of South Florida; Leia Cain, University of South Florida; Cathy Brant, University of South Carolina

9

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Civic and Citizenship Education of a Different Hue: [Critical] Race Theories and Perspectives From Communities of Color

2:30 pm to 3:45 pm
Columbus CD, Ballroom Level, East Tower
   

Delandrea Hall, The University of Texas at Austin

The Role of Civic Debt in Democratic Education


Discussant:Amanda Vickery, Arizona State University

This paper argues the civic empowerment gap, and gaps like it, is a manifestation of a larger civic debt that is partially rooted in the racial grammar of civic education. One way to address this debt is to reconsider what counts as powerful political knowledge in civic education.
Jane Lo, FSU

4

Would we be slave if we were alive back then? An Asian American Child's Navigation of US History


Discussant:,

How do Asian American children make sense of US history? How do the master narratives of US history shape Asian American children's racial knowledge and civic identity? These questions are explored through an ethnographic study informed by critical race theory, AsianCrit, sociocultural approach to learning, and parent as researcher perspective.
sohyun an, Kennesaw State University

4

Rhetorics of Recognition and Erasure: Indigenous Citizenship and Sovereignty in U.S. Civics and Government Standards


Discussant:,

In this paper, we detail the findings and implications of a national study of the specific inclusions and erasures of Indigenous citizenship and sovereignty within U.S. K-12 civics and government state-mandated standards. This study utilizes mixed methods and settler colonial theory to interrogate American settler narratives in civics education.
Sarah B Shear, Pennsylvania State University-Altoona; Leilani Sabzalian, University of Oregon; Jimmy Snyder, University of Oregon

4

What Better Tool Do I Have?: A Critical Race Theory Approach to Teaching Government


Discussant:,

This narrative inquiry focuses on a Black social studies teacher who uses her American Government course to prepare Black students for the racism they will encounter. Findings indicate that while she structured her course using critical race theory concepts, she found herself on the receiving end of her colleagues' racism.
Kristen

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Disrupting the Monolingual: Bilingual Education and Social Studies Education

2:30 pm to 3:45 pm
Grand Ballroom B, Ballroom Level, East Tower
   

Ashley Taylor Jaffee, James Madison University

Historical Building Analysis as a Tool to Provide Multiple Means of Accessing and Demonstrating Knowledge for Bilingual Learners with Disabilities in the Social Studies Classroom


Discussant:,

Building on prior work that developed heuristics for historical building analysis (HBA), theorized literacy connections HBA supports, and drawing upon English Language Learners' bilingual/bicultural funds of knowledge, this article moves HBA from theory-to-practice. Herein we describe the processes pre-service teachers engaged in using HBA with bilingual students with language-based disabilities.
Christine Baron, Teachers College, Columbia University; Patricia Martinez-Alvarez, Teachers College, Columbia University

11

TRANSLANGUAGING TOWARDS JUSTICE: BILINGUALISM AS A CIVIC TOOL


Discussant:,

In order to explore the relationship between language practice and civic learning/action, this paper shares three cases of social studies in bilingual contexts from the US, Mexico, and Peru. Through these examples, I argue that translanguaging must be an explicit part of social studies practice if bilingual and bicultural students are to become justice-oriented citizens.
Melissa Gibson, Marquette University College of Education

11

Transnational Civic Education in a Dual Language Setting: An Intersectional Citizenship Approach


Discussant:,

Approaching the concept of belonging and community from an intersectional citizenship perspective can encourage the development of hybrid and fluid identities in young elementary students in dual language immersion programs. Findings illustrate how students understood the complexity of their identities and the teacher encouraged this process through culturally sustaining pedagogy.
Marialuisa Di Stefano, Utah State University; Steven Camicia, Utah State University

11

Lo construimos de nuevo: Bilingual elementary teachers rethinking el movimiento through critical historical inquiry


Discussant:Stephen Thornton

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History, Memory, and Silence: A Symposium on Remembering and Public Pedagogy

2:30 pm to 3:45 pm
Columbus G, Ballroom Level, East Tower
   

William Gaudelli, Lehigh University

History, memory, and silence: A symposium on remembering and public pedagogy


Discussant:Sandra J. Schmidt, Teachers College, Columbia University

The papers in this symposium explores the museum and memorial spaces of the National September 11 Memorial and Museum (NS11MM) in New York, NY and the pedagogical tensions of the exceptional historical moment it represents in terms of loss, violence, trauma, and political impact.
Cathlin Goulding, National September 11 Memorial and Museum; Avner Segall, Michigan State University; Brenda Trofanenko, Acadia University; Allison Weller, Teacher's College Columbia

6

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Inquiry as a Wrecking Ball: Tearing down Walls and Stereotypes in Incarcerated Secondary Classroom Environments

2:30 pm to 3:45 pm
Columbus IJ, Ballroom Level, East Tower
   

Inquiry as a Wrecking Ball: Tearing Down Walls and Stereotypes in Incarcerated Secondary Classroom Environments


Discussant:

The purpose of this research study is to evaluate the use of the inquiry based learning based on the C3 framework in an incarcerated secondary classroom environment. The study answers the question, how does inquiry based learning look in an incarcerated classroom environment?. Preliminary findings show an increase in teacher-reported student engagement.
Aubrey Southall, Aurora University; James Pawola, Kane County Regional Office of Education

10

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Learning Social Studies in Virtual and Augmented Spaces: Theory, Methods, Approaches

2:30 pm to 3:45 pm
Columbus H, Ballroom Level, East Tower
   

Jeremy Stoddard, College of William and Mary

Learning Social Studies in Virtual and Augmented Spaces: Theory, Methods, Approaches


Discussant:Jeremy Stoddard, College of William and Mary

This panel highlights transdisciplinary funded research in social studies to support learning about critical issues in social studies through immersive environments that utilize augmented and virtual reality spaces. The panel will focus on conceptual, methodological, and analytical approaches and challenges in researching such critical issues.
Stephanie van Hover, University of Virginia; David Hicks, Virginia Tech; Jeremy Stoddard, College of William and Mary; Patrice Grimes, University of Virginia; Simone Schweber, University of Wisconsin-Madison; Alan Marcus, University of Connecticut; Gary Mills, University of Nottingham; Pryce Davis, University of Nottingham; Ian McGregor, University of Connecticut; Zach Duer, Virginia Tech; Aaron Johnson, University of Nebraska-Lincoln; Ricky Mullins, Virginia Tech; Todd Ogle, Virginia Tech; Andrew Hostetler, Vanderbilt University; Ariel Cornett, University of Virginia; Colleen Fitzpatrick, University of Virginia; Benjamin Rydal Shapiro, Vanderbilt University; Helen Collins, Vanderbilt Universit; Rogers Hall, Vanderbilt University; Dave Owens, Vanderbilt University; Doug Fisher, Vanderbilt University; Colleen Daw, Vanderbilt University; Chelsea Surovek, Vanderbilt University

7

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Newspeak 2018: Challenging Untruths and the Narrowing of Thought

2:30 pm to 3:45 pm
Columbus EF, Ballroom Level, East Tower
   

Kevin Magill , Baylor Univeristy

Clinically-Based Social Studies Teacher Education: Engaging with Media Literacy in an Age of Fake News


Discussant:,

This paper discusses a clinically-based task, which included opportunities for pre-service teachers to analyze students' understanding of social studies concepts (i.e.: rights, justice, bias) through a media literacy lesson. An analysis of the pre-service teachers' work offers insights into the complexity of clinically-based teacher education in this political landscape.
Sonia Janis, University of Georgia; Mardi Schmeichel, University of Georgia; Joe McAnulty, University of Georgia

5

The Discourse of Misconstruction and National History Exams


Discussant:Cathryn van Kessel, University of Alberta

American eighth graders have demonstrated steady empirical improvements in national United States history exams since 1994, yet most journalists misidentify and erroneously disparage the most recent 2015 results. Utilizing 77 news articles published in all 50 states, this study analyzes the 'discourse of misconstruction', a bipartisan form of confirmation bias.
Jay Shuttleworth, Long Island University, Brooklyn; Tim Patterson, Temple University

5

Tapping into the Pedagogical Power of Mass Media: Reflections on a General Education Course


Discussant:,

This paper explores the pedagogical power of media to fix meaning and assign difference to non-Western peoples in the photographs used to represent them in a study of one general education course. Though the course was not social studies per se, it was an interdisciplinary course that integrated content, methodology, and theory.
Amy Mungur, Green Mountain College

5

Media Literacy is not Enough


Discussant:,

This paper articulates Baudrillard's conception of hyperreality in which signs about reality have replaced reality itself, and applies this to analyze contemporary culture. This leads to considering Postman's call for a thermostatic approach to education

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Social Studies Education and Race, Part I: Research From the Elementary and Secondary Classrooms

2:30 pm to 3:45 pm
Grand Ballroom A, Ballroom Level, East Tower
   

Annie Whitlock, University of Michigan-Flint

Learning to Teach (or Not Teach) Race: A Longitudinal Study of Beginning Elementary Teachers


Discussant:Annie Whitlock, University of Michigan-Flint

This longitudinal interpretative case study examined the beliefs and practices related to teaching race of five elementary teachers from their teacher preparation through their fourth year in the classroom. It reveals the influence that teacher preparation and school context had on their development in teaching about race.
Christopher Martell, Boston University

8

Enactments of Humanizing Pedagogies & Racial Literacy in Social Studies Classrooms: Portraits of Praxis & Possibility


Discussant:,

Guided by a combined theoretical framework of racial literacy and humanizing pedagogies, this study employs portraiture to examine the key curricular and pedagogical features of four secondary social studies teachers who purposefully enact lessons on race and racism in their classrooms.
Christina Villarreal, Teachers College, Columbia University

8

Analysis of Racism in Elementary Students


Discussant:,

This study explores how children discuss race within their elementary classroom. The first and third graders in this study experienced an anti-bias curriculum, featuring lessons on race, racism, and negative effects of stereotypes. Despite this educational effort, there was evidence of children demonstrating both active racism and absorbed cultural racism.
Jennifer Burke, MILLERSVILLE UNIVERSITY

8

Black Parents' Perspectives on History Instruction at a Predominantly White Elementary School


Discussant:,

What do Black parents say about how a predominantly White elementary school teaches history? In this phenomenological study we find tensions for parents around topics such as slavery and immigration, and we explore implications for predominantly White institutions wanting to become fully inclusive of historically underrepresented groups.
Jane Bolgatz, Fordham University

8

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Unconference

2:30 pm to 3:45 pm
Grand Ballroom D, Ballroom Level, East Tower
   

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An Activist, Spoken-Word Poet, Museum Educator, and a Couple Profs Walk into a Theatre: Community Collaborations in Theatre and Film

4:00 pm to 5:15 pm
Columbus KL, Ballroom Level, East Tower
   

An Activist, Spoken-word Poet, Museum Educator, and a Couple Profs Walk into a Theatre: Community Collaborations in Theatre and Film


Discussant:

The arts provide a platform for seeing things in ways other than they are normally seen (Eisner, 2002, p. 83). Join our team to explore our seemingly-unlikely collaborative partnership and a sampling of comedic scripts from our live sketch shows that prompted conversations about social issues (e.g., racism, gender equity, LGBTQIA).
Laura Meyers, Georgia State University; Patrick Morgan, Writer / Actor / Activist; Jasmine Waters, Atlanta History Center; Brian Williams, Alonzo A. Crim Center for Urban Educational Excellence; Jon Goode, Author / Spoken-word Poet

18

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Book Talk: In the Shadow of Authoritarianism: American Education in the Twentieth Century

4:00 pm to 5:15 pm
Grand Ballroom B, Ballroom Level, East Tower
   

Book Talk: Democratic Education in the Shadow of Authoritarianism, 1916-1983


Discussant:

This session offers perspectives on the recently published book, Democratic Education in the Shadow of Authoritarianism, 1916-1983, which traces the ways that fears of indoctrination and propaganda shaped the discourse on social studies education in the US during the twentieth century.
Thomas Fallace, William Paterson University of New Jersey; Stephen Thornton, University of South Florida; Ronald Evans, San Diego State University; Chara Bohan, Georgia State University; Patricia Avery, University of Minnesota

20

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Confronting Capitalism in Social Studies Teaching and Teacher Education

4:00 pm to 5:15 pm
Columbus H, Ballroom Level, East Tower
   

Todd Hawley, Kent State University

Confronting Capitalism in Social Studies Teaching and Teacher Education


Discussant:Abraham DeLeon, University of Texas at San Antonio

Beginning with an robust critique of capitalism, this symposium challenges social studies teachers and teacher educators to enact a critical civic education where citizens are empowered to develop a deep socialist democracy capable of expanding the social power of all citizens - especially those from poor and marginalized communities.
Todd Hawley, Kent State University; Katy Swalwell, Iowa State University; Quentin Wheeler-Bell, Indiana University; Michael Levicky, Kent State University; E. Wayne Ross, University of British Columbia

16

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Elementary Education and the 2016 Election: Navigating Politically Divisive Rhetoric with Young Learners

4:00 pm to 5:15 pm
Columbus G, Ballroom Level, East Tower
   

Kathryn Obenchain, Purdue University

Will Donald Trump Knock Our School Down if He Doesn't Like It?: Creating and Teaching Civics Curriculum in Contentious Times


Discussant:Anne-Lise Halvorsen, Michigan State University

This study focuses on the experiences of creating and teaching locally-relevant civics curriculum at two different elementary schools, one of which served primarily Latinx-identifying students. Findings indicate that the contentious political climate that followed the 2016 election influenced what happened with teachers and students at each school.
William Toledo, University of Michigan, Ann Arbor

15

This campaign has become X-rated: Exploring Elementary Teacher Decision Making and Student Civic Learning in an Election Year


Discussant:,

This qualitative multicase study explores elementary teacher decision making and student civic learning during the 2016 presidential election. Findings suggest that the teachers' personal beliefs regarding the aims and purposes of civic education was a primary influence on student learning. The increasing controversy during the campaign also lead both teachers to ultimately limit their instruction.
Alice Sullivan, University of Texas at Austin

15

Addressing Contentious Politics and Political Trauma with Elementary Students


Discussant:,

In this case study of an exemplary fifth grade teacher during the 2016 Presidential Election, we explore how controversial political issues, particularly issues that implicate student identities, can be broached in the upper elementary grades. Our findings offer support for the teaching of difficult subjects in the elementary grades.
Katherina Payne, University of Texas at Austin; Wayne Journell, University of North Carolina at Greensboro

15

Moving Beyond Civic Rituals: Elementary Students' Understanding of Civic Life in the 2016 Election


Discussant:

This qualitative study conducted with a group of third graders explored how young children understood their r

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Resisting the Master Script: Black, Latinx, and Caribbean Perspectives Towards History Education

4:00 pm to 5:15 pm
Grand Ballroom A, Ballroom Level, East Tower
   

Nafees Khan, Clemson University

From Multicultural to Romanticized Representations of the Past: The Role of Contemporary Context on the Teaching of Latinx History


Discussant:Eliana Castro, Michigan State University

This paper focuses on how one historical event, Mendez v. Westminster, becomes curricularized. I document how the narrative evolves from a complex historical event to a romanticized story of Latinx exceptionality. Creating these feel-good stories of Latinx excellence come at the expense of historical and racial complexity.
Maribel Santiago, Michigan State University

19

Making Our Mark: A Historiographical Sketch of Primary and Secondary Black History in the US, 1900-1950


Discussant:Eliana Castro, Michigan State University

This paper presents a historiographical sketch of US primary and secondary Black history education between 1900 and 1950 by engaging racial realism (Bell,1992a) and master-narratives (Aldridge, 2006). Ultimately, I argue that the historiography of Black history education can be clarified by accepting racism as a permanent feature of US society.
ArCasia James, University of Illinois, Urbana Champaign

19

Framing Race Talk in World History Classrooms: A Case Study of the Haitian Revolution


Discussant:Eliana Castro, Michigan State University

In this proposal, we focus on ways to structure racial discourses in world history classrooms, using the Haitian Revolution as a case study. We use the patterns of racial hierarchy as a conceptual framework to support world history teachers in leading conversations about race as a historical and global construct.
Ashley Woodson, University of Missouri; LaGarrett King, University of Missouri

19

Professional Development to Disrupt Generalizations and Misperceptions of Latin America and the Caribbean: #LittleHaiti


Discussant:Eliana Castro, Michigan State University

This presentation highlight results of a professional development workshop that disrupted stereotypical re

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Teaching Social Studies Methods: Conversations among Colleagues

4:00 pm to 5:15 pm
Columbus IJ, Ballroom Level, East Tower
   

Teaching Social Studies Methods: Conversations among Colleagues


Discussant:

This session focuses on teaching the ubiquitous secondary social studies methods course. Presenters contributed chapters to a recently released book entitled Teaching Social Studies: A Methods Book for Methods Teachers using Schwab's commonplaces of education at the organizing framework. Brief, round-table presentations will be followed by discussion with the participants.
S.G. Grant, Binghamton University; John Lee, North Carolina State University; Kathy Swan, University of Kentucky; Bob Bain, University of Michigan; Nicholas Bardo, Colorado Mesa University; Philip Bernhardt, Metropolitan State University of Denver; Brooke Blevins, Baylor University; Chara Bohan, Georgia State University; Daniel Bordwell, University of Minnesota; Kristy Brugar, University of Oklahoma; Erik Byker, UNC Charlotte; Prentice Chandler, Austin Peay State University; Chris Clark, Northeastern State University; Lauren Colley, University of Alabama; Margaret Crocco, Michigan State University; Alexander Cuenca, Indiana University; Todd Dinkelman, University of Georgia; Jason Endacott, University of Arkansas; Tina Ellsworth, Olathe Public Schools; Brian Girard, The College of New Jersey; Amy Good, UNC Charlotte; Jason Harshman, University of Iowa; Todd Hawley, Kent State University; David Hicks, Virginia Tech University; Jeremy Hilburn, University of North Carolina at Wilmington; Hannah Kim, University of Deleware; Timothy Lintner, University of South Carolina Aiken; Aaron Johnson, University of Nebraska; Brad Maguth, University of Akron; Kevin Meuwissen, University of Rochester

17

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Tensions, Complexities & Contradictions in the Teaching of Immigration

4:00 pm to 5:15 pm
Columbus CD, Ballroom Level, East Tower
   

Jesus Tirado, University of Georgia

Tensions, Complexities & Contradictions in the Teaching of Immigration


Discussant:

This symposium troubles traditional instructional approaches to the topic of immigration with presentations that highlight the precarity faced by individuals whose national belonging is often called into question and the racist and exclusionary motivations behind the United States' immigration laws, both in the past and in the Trump era.
Noreen Rodrguez, Iowa State University; Esther Kim, The University of Texas at Austin; Binaya Subedi, The Ohio State University; Delandrea Hall, The University of Texas at Austin; Heath Robinson, The University of Texas at Austin; Lakota Pochedley, Nottawaseppi Huron Band of Potawatomi

13

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Whiteness and White Dominance in Social Studies Education

4:00 pm to 5:15 pm
Columbus EF, Ballroom Level, East Tower
   

Travis Seay, University of Florida

Social Studies Needs (New) White People: The Case for Including Allies in the Curriculum


Discussant:Christopher Martell, Boston University

In this conceptual paper, we consider the possibilities and pitfalls of incorporating White-ally figures in social studies curricula. Situating our argument within existing race-and-social-studies scholarship, we contend that White-ally pedagogy can provide White students in particular a much-needed positive racial identity. We close with guidelines for educators and teacher educators.
William L. Smith, University of Arizona; Ryan M. Crowley, University of Kentucky; Carly C. Muetterties, University of Kentucky

14

All White Everything: An Investigation into the Educational Resources of the National Women's History Museum


Discussant:Christopher Martell, Boston University

Following the report on state standards from the National Women's History Museum, this study investigated the extent to which the museum's online educational resources sustained a dominant narrative of whiteness. Findings indicate that when women of color are included, they are separated from the narratives of white women.
Lauren Colley, University of Alabama; John Broome, University of Mary Washington

14

Figured Worlds and Whiteness: Exploring Anti-Racism in Social Studies Teacher Education


Discussant:,

In this study, the author examines the figured world constructed within a social studies methods course infused with attention to race/ism, whiteness, and white supremacy. Participants demonstrate a fluidity of racial literacy and positioning as they invest, reinvest, and divest from whiteness. Implications for teacher education are discussed.
Andrea Hawkman, Utah State University

14

Memorializing Whiteness in State Standards and Local History: A Critical Sociohistorical Consciousness Analysis of Southern Racial Violence


Discussant:,

This paper examines the historical and modern treatment of the Wilmington Coup

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CUFA Awards Ceremony

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SCUFF Business Meeting

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Scholars of Color Forum Business Meeting

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Wednesday, November 28, 2018