Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching

Magill, Kevin Russel

doi:10.1016/j.tate.2021.103382

Cited by 9 publications

(10 citation statements)

References 42 publications

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“…By focusing on primary source documents or artifacts and using the opening, core and closing questioning model as the mode of analysis, students practice the historical thinking skills of contextualizing, sourcing and connecting to broader social studies themes. Second, the Socratic seminar model provides space for knowledge creation through critical historical inquiry (Salinas and Blevins, 2014), for mediating human experience (Magill, 2021) and can become a jumping-off point for future inquiry. Through the Socratic seminar experience, students may come to new questions beyond the focal text(s) that can guide them in research to find new sources, continuously assimilate new ideas and follow their lines of interest, thus creating more profound, meaningful knowledge.…”

Section: Discussionmentioning

confidence: 99%

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Magill

2023

SSRP

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PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.Design/methodology/approachThe authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.FindingsSocratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.Practical implicationsThe authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.Social implicationsThe authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.Originality/valueThe authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

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Section: Discussionmentioning

confidence: 99%

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Magill

2023

SSRP

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“…Timothy made his final comments as the conclusion of the interview. Teachers are often assumed to be experts in learning, with emphasis placed on their professional rather than personal identities (Locke;Jarvis, 2009;Magill, 2021). Emotions, as pointed out by Hargreaves (2002), Zembylas (2009), Jokikokko (2016) and Chen (2020) are interactional and embedded within social and political aspects.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers' effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers' emotions on teachers' learning have been underplayed in the field. Teachers are expected to be professional learners (Locke;Jarvis, 2009;Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one's perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006).…”

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confidence: 99%

Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachers’ Perception and Learning when being in Conflicts with School leaders

Yung¹

2022

Eur. J. Teach. Educ.

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Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.

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“…Teachers have the agency to work past the antagonisms that situate the curriculum (Magill, 2021;Magill andRodriguez, 2015, 2022). Scholars are optimistic that teaching the skills of critical inquiry, is one avenue for helping students reveal the oppressive historical realities that underpin political conversations.…”

Section: Shirk Politicized Attempts To De-historicize Curriculummentioning

confidence: 99%

“…A critical investigation of educational realities and responses to COVID-19 in this in-process moment represents a potential transformational time for K–12 education leaders and policymakers. Deeply understanding the educational ecology as a collective might lead to the type of intellectual solidarity needed to transform the social relations of teaching and learning (Magill, 2021; Magill and Rodriguez, 2021). The grand sum of the educational ecology is the return that students gain from participating in our educational system.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking the educational ecology in the wake of COVID: Intellectual solidarity, teacher prestige, and educational humanization

Edwards

Magill

2022

Policy Futures in Education

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In this conceptual article, the authors examine changes to the United States educational ecology during the COVID-19 pandemic. This article draws on contemporary and historical research to critique how K–12 school policies and educational leadership decisions are made amidst a crisis. As schools and districts continue to navigate a shifting educational context, teachers are often left out of the discussion. The authors set out to argue that teachers should be at the center of any plan to move forward and that support for teachers and humanizing approaches to teaching and learning should be at the forefront of any change. Drawing on theories of an educational ecology, the authors investigate how this moment of rapid change might be leveraged, through their exploration of future-oriented educational policies. In doing so, they highlight key areas of the educational ecology with the most potential to (re)humanize teachers' work and support the well-being of students. These include creating policies and systems of preparation and support for historically marginalized groups of teachers, advocating for a more human-centered curriculum, and taking a cautious approach to the presence of technology for instructional and pedagogical purposes. The authors conclude with a call for intellectual solidarity, increases in teacher prestige, and new visions of accountability, ideology, curriculum, and human exchange.

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Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching

Cited by 9 publications

References 42 publications

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachers’ Perception and Learning when being in Conflicts with School leaders

Rethinking the educational ecology in the wake of COVID: Intellectual solidarity, teacher prestige, and educational humanization

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