Teaching the US 2018 midterm elections: a survey of secondary social studies teachers

Stoddard, Jeremy D.; Fitchett, Paul G.; Heß, Diana

doi:10.1080/00220272.2021.1992674

Cited by 5 publications

(1 citation statement)

References 49 publications

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“…How teachers make decisions regarding what and how they teach social studies content is influenced by the various professional environments in which they work— inside and outside the school grounds. Teachers who perceive they have greater instructional agency as well as support from the colleagues and community are more likely to engage media critically and broach controversial issues in their classrooms (Stoddard et al, 2022). Within schools, students who have opportunities to express their opinions in safe, open classroom climates report experiencing greater civic self-efficacy and more quality civic discourse (Barber et al, 2021; Levy et al, 2019).…”

Section: Conceptual Framingmentioning

confidence: 99%

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Fitchett,

Hestler,

Rein

2023

Research in Comparative and International Education

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The storming of the US Capitol on January 6th, 2021 shocked the world and challenged democratic norms. Considerations on how to teach the events of January 6th remains an open question, not just for the United States but for other democratic nations, including Germany. This comparative case study explored the similarities and differences in how US and German social studies/history teachers made meaning of the January 6th attack and their rationale for teaching (or in some cases not teaching) the event. The international comparison sheds light on how threats to democracy are perceived by educators and their pedagogical rationales for teaching them. Findings suggest that teachers’ analysis of media credibility and instructional decision-making were complicated by their social and cultural connections to the event. German participants expressed a greater willingness to teach the events of the insurrection compared to their US counterparts. This study offers recommendations beyond teaching January 6th for teacher educators and education stakeholders supportive of teaching difficult and controversial histories. Exploring these international comparisons also calls into question how events are remembered and taught, potentially impacting democratic education.

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Section: Conceptual Framingmentioning

confidence: 99%

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Fitchett,

Hestler,

Rein

2023

Research in Comparative and International Education

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Guerrillas or missionaries? Teachers addressing controversial topics of global citizenship education under unfavourable conditions

Aleksiak,

Kuleta-Hulboj,

Zielińska

2023

Globalisation, Societies and Education

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Teachers’ intersecting identities of culture, ethnicity, religion and gender when addressing awareness of forced marriage in the classroom, in London, England: A case study of five teachers

Khan

2023

Education, Citizenship and Social

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The UK (Westminster) government first legislated on forced marriage (FM) through the Forced Marriage (Civil Protection) Act 2007. Domestic abuse suffered before, during and after a FM was captured more recently through the implementation of the Domestic Abuse Act 2021, which built upon the concept of coercive abuse. In 2009, the UK (Westminster) government indicated that schools should play a role in the detection and prevention of FM. This paper investigates the perceptions and experiences of five South London teachers on FM, by focusing upon qualitative research through semi-structured interviews. This study was conceptualised and theorised within a feminist post-structural framework. The research drew upon intersectionality to capture how teachers constructed and negotiated their identities. The findings revealed that these teachers constructed FM as a racial and gendered issue and performed multiple identities. This paper highlighted how teachers require training and a safe space to untangle their perceptions regarding FM.

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Teaching the US 2018 midterm elections: a survey of secondary social studies teachers

Cited by 5 publications

References 49 publications

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Documenting the January 6 attack on the US Capitol: A comparative case study on German and US perspectives for teaching the historical and the contemporary

Guerrillas or missionaries? Teachers addressing controversial topics of global citizenship education under unfavourable conditions

Teachers’ intersecting identities of culture, ethnicity, religion and gender when addressing awareness of forced marriage in the classroom, in London, England: A case study of five teachers

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