A Shadow on the Past: Teaching and Studying Migration and Borders in the Age of Trump

Diner, Hasia R.; Hernández, Sonia López; Johnson, Benjamin; Lim, Julian; Marinari, Maddalena; Young, Elliott

doi:10.1017/s1537781417000536

Cited by 1 publication

(2 citation statements)

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“…For example, instructors should consider planning space for debates and counter arguments. While grappling with conflicting viewpoints, learners are likely to develop solutions based on a wide range of options (Diaz & Gilchrist, 2010). Learners should have greater responsibility in selecting topics for discussion, and/or leading discussions.…”

Section: Discussionmentioning

confidence: 99%

“…Katie's reluctance to teach about immigration and religious differences is a factor of local political views and values (she lived in one of the 10 most conservative and White-populated states in the U.S.). Diner, Hernández, Johnson, LimMarinari, and Young (2018) found that political views and values affects learners’ comfort levels. Thus, students are likely to avoid topics that contradict held political views.…”

Section: Hindrances To Teach Controversial Global and Local Issuesmentioning

confidence: 97%

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Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Nganga

Roberts

James³

2020

The Journal of Social Studies Research

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This study explored pre-service teachers’ (N = 37) perceptions about teaching controversial global and local topics. Additionally, it examined participants’ level of preparedness, motivation and perceived hindrances to teaching controversial issues. To do so, the study used a interpretive phenomenological approach (IPA). Data from written reflections and semi-structured interviews showed 80 percent of participants lacked exposure to college work that examined controversial issues prior to taking Social Studies Methods course. However, after taking the course, participants were able to identify controversial topics, but they still displayed limited critical awareness and conceptualization of teaching controversial issues. Other findings pointed to the benefits of teaching controversial topics in a planned and intentional manner.

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Section: Discussionmentioning

confidence: 99%

Section: Hindrances To Teach Controversial Global and Local Issuesmentioning

confidence: 97%

Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Nganga

Roberts

James³

2020

The Journal of Social Studies Research

View full text Add to dashboard Cite

show abstract

A Shadow on the Past: Teaching and Studying Migration and Borders in the Age of Trump

Cited by 1 publication

References 42 publications

Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

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