Suchergebnisse

Intro -- Series Editor's Preface -- Acknowledgments -- Contents -- 1 Introduction -- Chapter Overviews -- 2 Contextual, Argumentative, and Theoretical Introductions -- Indianapolis and Shortridge High School Circa 1900 -- Shortridge High School -- Contributions to Understanding the Development of Civic Education -- Theoretical Framings -- 3 The Context of Civic Education in the United States Around 1900 -- The Americanization Movement and Civic Education -- Civic Groups Interested in Civic Education -- The Creation of the Social Studies -- The Rise of Curriculum Ideologies -- Donnan, Dunn, and Shortridge as Illustration of the Progressive Era -- 4 Laura Donnan -- Early Life and Influences -- Education and Early Teaching Positions -- School Life -- Professional Life Outside of Shortridge -- Civic Life -- Epistemology and Worldview -- 5 Civic Education at Shortridge High School -- The NEA Speech 1889 -- Primary Source and Text Analysis -- Discussion and Deliberation -- Experiential and Place-Based Learning -- Inquiry-Based Instruction -- Simulation -- The Extracurriculum -- Civic Education at Shortridge -- Decision Making -- Pluralism and Civil Rights -- Civic Activism -- Social Science -- Values and Moral Development -- Final Thoughts on Civic Education at Shortridge -- 6 The Extracurriculum of Shortridge High School -- The Extracurriculum in Turn-of-the-Century Schools -- The Extracurriculum at Shortridge -- Donnan's Extracurriculars -- The Shortridge Senate -- The Daily Echo -- Significance of Extracurriculum at Shortridge -- 7 Arthur Dunn at Shortridge 1900-1910 -- Arthur Dunn Before Shortridge: A Clarification of the Literature -- Arrival at Shortridge High School -- Dunn's "Progressive" Teaching in History and Geography, Not Civics -- Connection to National Municipal League-1905 -- Dunn's Emergence as Civic Expert in Indianapolis-1906.

The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents' positionality.

Our article is an extension of a project involving a content analysis of two social studies journals, Theory andResearch in Social Education (TRSE) and The Social Studies. We performed an analysis on all articles in thesejournals from 2006-2016. Our findings from the analysis indicated a narrow frame of perspectives related toepistemologies and methodologies, and an increasing interest in examining a range of researcher andparticipant positionalities. We interpreted the range of perspectives in social studies journals in light of thepossible impact upon democratic education and social justice through Sen's (2009) framework for theorizingjustice. We illustrate aspects of this framework by presenting positionality and autoethnography as methodsfor increasing epistemologies and perspectives in social studies education and research.

This article discusses a case study that explored the potential of nonfiction graphic novels to develop pre-service teachers' understanding of agency in a social studies methods course. White pre-service teachers were aske'd to read one graphic novel and then add frames, re-narrate frames, and reflect on their decisions. The positionalities of researchers, who are White males, and participants were part of our analysis. The researchers found that pre-service teachers made revisions to the graphic novels to change the historical actors' decisions: within the constraints of the historical situation's circumstances; to better fit their own ethical framework; and to critique the author's interpretation of the historical event and the amount of agency assigned to certain historical actors. We also reported findings related to shifts in understanding related to positionality. The pre-service teachers' revisions demonstrated their understanding of historical actors' ability to make choices; however, for most pre-service teachers those decisions were limited by, and insignificant in comparison to, the constraints of societal structures. Most pre-service teachers viewed these structures as operating outside of the realm of ethics that they used to articulate and identify agency, and thus, these structures were not responsive to changes in individual or collective agency. Implications are provided for social studies teacher educators.