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Digging up and Digging through the Literature: Social Studies Research as a Site for Excavation

Thu Nov 29 3:30 pm to 4:45 pm
Columbus G, Ballroom Level, East Tower

Lisa Sibbett, University of Washington

Against the Hegemony of Idealism: The Rise of materialist theories of race and racism in Theory Research and Social Education


This review of literature from Theory Research and Social Education illustrates the growth of materialist approaches to race and racism in theorizing citizenship and democracy in education. Findings demonstrate that materialist approaches disrupt idealist conventions of citizenship and democracy that perpetuate racism and open the field to redefining these concepts.
Ryan Oto, University of Minnesota


Culturally and Linguistically Responsive Social Studies Instruction for English Language Learners: Transdisciplinary Perspectives on Research and Pedagogical Practices

Discussant:Lisa Sibbett, University of Washington

Teaching social studies for elementary and secondary English Language Learners (ELLs) requires critical attention to students' cultural, linguistic, and civic knowledge and experiences. This paper draws on theoretical frameworks and literature from social studies and language acquisition scholars to introduce transdisciplinary perspectives on research and pedagogical practices.
Ashley Taylor Jaffee, James Madison University; Paul Yoder, Eastern Mennonite University


Online and Technology-Mediated Learning in K-12 Social Studies


This meta-analysis study summarizes and synthesizes findings from research focused on social studies instruction in online and blended learning environments. Limiting our examination to studies published in peer-reviewed journals in the last three years (2014-present) allows for a synthesis of the most recent and relevant trends in research.
Tina Heafner, UNC Charlotte; Laura Handler, UNC Charlotte


Call it like it is: A critical race theory examination of bullying in social studies curriculum


Using critical race theory to challenge the definitions of bullying, this paper seeks to assist social studies teachers t