“Algunas personas aquí han venido con coyote como Areli?”: Conceptualizing the Latine civic counternarrative through diverse children’s literature At the center of a marginalizing curriculum are deliberate attempts to diminish narratives that reflect diverse communities and the intrinsic relationship between culture and citizenship. Diverse c...

Hot off the press! “Algunas personas aquí han venido con coyote como Areli?”: Conceptualizing the Latine civic counternarrative through diverse children’s literature" by Melissa Rojas Williams and Cinthia Salinas.
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Child-focused civics: Seeing civic action in young children’s everyday interactions Schools are tasked with preparing children to become engaged citizens, and yet children already act civically every day. To see how young children in preschool settings do civic action (i.e. acting...

Hot off the press! "Child-focused civics: Seeing civic action in young children’s everyday interactions" by Katherina A. Payne, Anna Falkner, Jennifer Keys Adair, Sunmin Leec, Molly E. McManus, Shubhi Sachdevad, and Kiyomi Sánchez Suzuki Colegrove doi.org/10.1080/0093...

Critical historical inquiry: A meta-ethnography of researcher frameworks, 2000–2022 This article seeks to describe a critical historical inquiry (CHI) based on a systematic review of articles reporting on empirical field studies published between 2000 and 2022. During that period,...

HOT OFF THE PRESS! "Critical Historical Inquiry: A Meta-Ethnography of Researcher Frameworks, 2000-2022" by Gabriel A. Reich, Rory Dunn, & Hillary Parkhouse. doi.org/10.1080/0093...

Representation matters, but so does data: A 15-year assessment of the assumed “demographic imperative” in the social studies teaching force This study examines the demographic imperative in the field of K-12 social studies education, focusing on the composition of social studies teachers in the United States over 15 years (2007–2021). ...

HOT OFF THE PRESS! "Representation Matters, but So Does Data: A 15-Year Assessment of the Assumed 'Demographic Imperative' in the Social Studies Teaching Force" by Amy Allen, Thomas O. Williams Jr., & David Hicks. doi.org/10.1080/0093...

TRSE Doctoral Student Mentorship Program, 2025-2026 TRSE is committed to mentoring the next generation of social studies scholars by involving them in the manuscript review process. TRSE has a unique mentorship program, started by Dr. Wayne Journell, w...

Calling All Doctoral Students! You are invited to participate in the TRSE Doctoral Student Mentorship Program, which is an opportunity to review a manuscript and discuss the review process with a TRSE Board Member. If you are interested please see the link below docs.google.com/forms/d/e/1F...

We are honored to take the helm as the TRSE Editorial Team! We extend enormous gratitude to Wayne Journell and his team for their extraordinary stewardship of TRSE. We look forward to your submissions!
Anne-Lise Halvorsen, Brittany Jones, Jane Lo, Maribel Santiago, Jeremy Stoddard, & Al Wood

Journell Goodbye Editor Letter Dear Colleagues, Today marks my last day as editor of Theory & Research in Social Education. It has been an honor to be able to serve the field in this role for the past nine years (plus two addition...

The TRSE Editorial Transition happens tomorrow! Read the letter from outgoing editor, Wayne Journell

docs.google.com/document/d/1...

Commemorating difficult history in schools: Affective strategies of Greek-Cypriot teachers on the 50th anniversary of the 1974 war This study investigates the affective strategies employed by Greek-Cypriot teachers when engaging with the emotionally charged history of the 1974 war—commonly referred to in the Greek-Cypriot comm...

Hot off the press! "Commemorating difficult history in schools: Affective strategies of Greek-Cypriot teachers on the 50th anniversary of the 1974 war" by Michalinos Zembylas & Xanthia Aristidou

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NEW ISSUE! With articles by Sandra Schmidt, Brittany Jones & Kim Edmondson, Cathryn van Kessel et al., Mattias Bjorkland, & Linda Doornbos et al. Also, book reviews by Hajar Al Dirani & Amy Allen, Nathan Smith, & Saviour Kitcher & Anne-Lise Halvorsen

www.tandfonline.com/toc/utrs20/5...

We have updated metrics! Our 2024 Impact Factor is 2.1, and our CiteScore is 5.8. In both cases, TRSE remains in the top quartile of journals!

Update your vitas accordingly!

Navigating “big feelings” in teaching and learning difficult histories: Pedagogical reasoning about students’ emotional potentialities This qualitative study describes how seven middle-level and secondary social studies teachers engaged in pedagogical reasoning and decision-making in anticipation of students’ emotional potentialit...

Hot off the press! "Navigating 'big feelings' in teaching and learning difficult histories: Pedagogical reasoning about students’ emotional potentialities" by Rebecca Rosen & Kevin Meuwissen

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Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach Classroom dialogue on controversial issues in post-conflict contexts is widely advocated but very difficult to achieve. This article examines a gradient of controversy approach to deliberative dial...

Hot off the press! "Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach" by Judy Pace

doi.org/10.1080/0093...

Refining criteria for civic inquiry: An analysis of inquiry design model lessons The Inquiry Design Model (IDM) is a lesson-planning framework designed to implement inquiry for social studies educators as conceived in the C3 Framework. For this study, we drew on scholarly liter...

Hot off the press! "Refining criteria for civic inquiry: An analysis of inquiry design model lessons" by Daniel Krutka and Mark Hlavacik.

doi.org/10.1080/0093...

Toward a more empathic, connected, and humanizing democracy: A civics curriculum centering listening and storytelling Drawing on surveys, classroom observations, student work, focus groups, and teacher interviews, this case study explores features and impacts of a novel civics curriculum centering empathic listeni...

Hot off the press! "Toward a more empathic, connected, and humanizing democracy: A civics curriculum centering listening and storytelling" by Hilary Conklin & Molly Andolina

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ToponomiCrit: A theory for decolonization and dewhitesupremacization Drawing on a range of critical theories (e.g. Critical Toponomy, Critical Race Theory, Critical Race Spatial Analysis), this article serves to advance a theory of “ToponomiCrit,” which embodies res...

Hot off the press! "ToponomiCrit: A theory for decolonization and dewhitesupremacization" by Thomas Misco, Nathaniel Bryan, & Dustin Hornbeck

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“Discussions on another spectrum”: Q pedagogy and high-quality discussions This study examines Q pedagogy—an innovative approach to discussion-based teaching—to promote discussion in a graduate-level social studies research course. The study explores how graduate-level te...

NEW ARTICLE! "“Discussions on another spectrum”: Q pedagogy and high-quality discussions" by Todd Dinkelman, Lloyd Rieber, & Grant Johnson

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The Nakba in Israeli history education: Ethical judgments in an ongoing conflict The Nakba, which means “the catastrophe” in Arabic, is the most controversial historical topic in Israeli history education. Despite the Nakba’s significance to the history of Israel and the ongoin...

NEW ARTICLE! "The Nakba in Israeli history education: Ethical judgments in an ongoing conflict" by Roy Weintraub & Lindsay Gibson. FREE ACCESS!

doi.org/10.1080/0093...

(Un)critical geographies of race: A critical race discourse analysis of an online local history resource Websites that provide accounts of local history represent powerful curricular possibilities for K-12 history teachers and those of all ages who engage with historical narratives centered on place. ...

NEW ARTICLE: "(Un)critical geographies of race: A critical race discourse analysis of an online local history resource" by ArCasia James-Gallaway, Chaddrick James-Gallaway, & Neil Shanks

doi.org/10.1080/0093...

Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites This article charts the experiences that emerged as part of a two-day workshop in Montgomery, Alabama at the Equal Justice Initiative’s (EJI) Legacy Sites that took place in the spring of 2023. In ...

NEW ARTICLE! "Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites" by Jim Garrett!

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Did this one get emailed out? I have not received it

“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion In the wake of the overturning of Roe v. Wade, social studies education has remained startlingly silent on the topic of abortion. In this design-based research study, we present a qualitative analy...

NEW ARTICLE! "“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion" by Rebecca Geller, Jamie Gravell, Amy Richardson, and Stacy Strang

doi.org/10.1080/0093...

Theory & Research in Social Education Volume 53, Issue 1 of Theory & Research in Social Education

NEW ISSUE! Articles by Rebecca Geller et al., Jim Garrett, ArCasia James-Gallaway et al., Roy Weintraub & Lindsay Gibson, & Todd Dinkelman et al. Book reviews by Brittany Jones, Kimberly Edmondson, & Binaya Subedi!

www.tandfonline.com/toc/utrs20/5...

Nominate your favorite TRSE article for the NCSS Exemplary Research in Social Studies Award!

www.socialstudies.org/membership/n...

Whose historical thinking? Representation of women in the Digital Inquiry Group’s Reading Like a Historian world history curriculum This study reports on a content and discourse analysis of the Digital Inquiry Group’s world history Reading Like a Historian educative curriculum. History curriculum has a powerful influence on how...

Hot off the press! "Whose historical thinking? Representation of women in the Digital Inquiry Group’s Reading Like a Historian world history curriculum" by Sara Evers, David Hicks, & Suzanne Shelburne

doi.org/10.1080/0093...

Dr. Halvorsen and her team, which will include Drs. Brittany Jones, Jane Lo, and Jeremy Stoddard as associate editors and Dr. Maribel Santiago as book/media review editor, will take over editorial responsibilities on July 1, 2025!

We are pleased to announce that Dr. Anne-Lise Halvorsen from Michigan State University has been named as the next TRSE Editor!

Episode 211: Arts Integrated Historical Empathy with Jason Endacott In episode 211, Dan and Michael chat with Jason Endacott about his article published in Theory & Research in Social Education, “Arts integrated historical empathy: Preservice teachers’ engageme…

New Visions of Education podcast! In this episode, Dan & Michael talk with Jason Endacott about his article on arts integrated historical empathy!

visionsofed.com/2025/02/03/e...

The social studies discourse instrument: Validating an observation tool for classroom discussions This article introduces the Social Studies Discourse Instrument (SSDI), a novel observation tool for capturing whole-class discussions in social studies. This tool assesses three domains of classro...

Hot off the press! "The social studies discourse instrument: Validating an observation tool for classroom discussions" by Lightning Jay, Abby Reisman, Timothy Patterson, Wendy Chan, & Jenni Conrad

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Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom In this article, we argue that social studies education research has yet to capture the practicality of social transformation as outlined by critical pedagogy. We use neo-Vygotskian scholarship to ...

Hot off the press! "Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom" by Victoria Smith & Kevin Magill

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Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education While states, educational agencies, and colleges of education across the United States seek to recruit more Black social studies teachers, the authors of this study—two former social studies teache...

In this article Wilson and McMillian construct letters to influential educators in their lives and share a conceptualization of BlackCrit in preservice social studies education

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