Judging on Their Looks: Understanding Pre-Service Social Studies Teachers' Conceptions of Historical Agency and Gender

Colley, Lauren M.

doi:10.1016/j.jssr.2016.08.002

Cited by 9 publications

(8 citation statements)

References 56 publications

(88 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…historical photographs, editorial cartoons and portraits) and dynamic formats (e.g. documentary films, historically-based movies, augmented reality and virtual field trips) (Callahan, 2013(Callahan, , 2018Berson and Berson, 2019;Burke, 2001a, b;Colley, 2017;Chen et al, 2017;Hall et al, 2017;Hwang et al, 2016;Seixas, 2001;Zantua, 2017). And while specific types of visual documents have long been featured in social studies classrooms, especially maps and movies, they can be implemented in ways that afford few critical thinking opportunities for students.…”

Section: Introductionmentioning

confidence: 99%

Selecting and designing visual curriculum materials for inquiry-based instruction

Callahan

Howell

Maddox

2019

SSRP

View full text Add to dashboard Cite

Purpose Visual documents (e.g. maps, editorial cartoons, historical photographs, portraits, documentary films, historically-based movies, etc.) are common curriculum resources within social studies classrooms; however, only recently scholars have begun to systematically research ways to more authentically and powerfully center instruction around visual documents. Here, the purpose of this paper is to synthesize relevant lines of inquiry into research-based, wise-practices for selecting and designing visual curriculum materials to help social studies students and teachers think about social phenomenon deeply and in more disciplinary-specific ways. Design/methodology/approach The authors share recent scholarship that has posited explanations for why visual data tend to afford learners especially powerful opportunities to think critically about the world around them. Throughout the discussion, the authors integrate applicable research-based principles that can guide the selection and design of visual curriculum materials. Findings Scholars have suggested that visual documents are rarely introduced in educational settings as a means to develop the thinking skills of decoding, interpreting and evaluating pictorial information. The authors argue that these skills are vital civic competencies because the creation and critique of non-written information often mediates modern public issues and social identities. Research limitations/implications Informed by strong, consistent research into multimodal learning, visual literacy and the cognitive sciences, the wise-practice scaffolding suggestions the authors provide may help professionals with an interest in social studies education to synthesize theory-based suggestions with practice-based implementations as it concerns visual documents. The authors hope the guidance shared here helps teachers, teacher educators and curriculum designers produce high-quality resources that will engage contemporary students and help them develop civic competence. Originality/value First, the authors posit a research-based template, or planning checklist, of wise-practice suggestions to help social studies teachers, teacher educators and curriculum designers select visual documents. The authors then share several digital collection archives that teachers can visit to locate powerful visuals and describe research-based suggestions for designing them for dynamic implementation. Finally, the authors argue for more deliberative space in the social studies curriculum and classroom time for teachers to explore the educative power of centering inquiry-based instruction around visual information.

show abstract

Section: Introductionmentioning

confidence: 99%

Selecting and designing visual curriculum materials for inquiry-based instruction

Callahan

Howell

Maddox

2019

SSRP

View full text Add to dashboard Cite

show abstract

“…By removing these storylines and plot points, the opportunities for the implied youth reader to fully understand the actions of the actors in the text (e.g., addicts, drug dealers) as well as the opportunity to use empathy as a way to take perspective on why they made their choices is severely limited. These limitations on agency and empathy make it increasingly difficult for the youth reader to then consider other historical thinking concepts such as significance and social change which, in turn, introduce barriers in understanding how to effect social change in the present (Barton & Levstik, 2004;Colley, 2015Colley, , 2017den Heyer, 2003;Endacott & Brooks, 2013;Seixas, 1993). APPENDIX A: INTERVIEW WITH SAM QUINONES, AUTHOR OF DREAMLAND Q: Dreamland covers pill Mills, the Xalisco boys, the field of medicine, law enforcement, historical context, social and community aspects of opiates, and many, many more threads.…”

Section: Discussionmentioning

confidence: 99%

Doctors, Drugs, and Danger

et al. 2021

Self Cite

View full text Add to dashboard Cite

Scholarship on young adult (YA) literature has long attended to the interrelationship of power, ideology, and narrative. Drawing on this scholarship, we examined a nonfiction text about the opiate epidemic. Using critical comparative content analysis (CCCA), our study examined differences in Dreamland (the original version) and Dreamland (the young adult adaptation) to better understand the changing nature of textual representation when youth become the imagined audience. We found that in the youth adaptation of Dreamland, the implied youth reader is (a) provided less information about the opiate epidemic, which is also delivered in a simpler structure; (b) kept at a greater rhetorical distance from people who might be deemed unsavory, and (c) given a more optimistic view of the opiate epidemic in terms of progress achieved rather than action needed. The youth adaptation of Dreamland, therefore, positions youth as needing simplicity, protection, and a sense of optimism. Our analysis demonstrates how the implied youth reader is a textual byproduct of discourses of adolescence/ts. As youth adaptations continue their prominence in the YA marketplace, scholars and teachers should critically engage how youth are positioned as readers and thinkers by the YA publishing industry. Next steps involve additional studies that focus on the implied (youth) reader through CCCA and studies that involve middle and secondary education students, the real readers of these texts. This study is supplemented by an interview with Sam Quinones, the author of the original version of Dreamland.

show abstract

“…Although history textbooks e-ISSN 2309-9003 are not the focus of this article, it is important to highlight their role in the educational context as part of the toolset with which the white-controlled state attempted to imprint apartheid ideologies on school-going learners. Colley (2017) refers to how misconceptions were created by the ways in which history educators present specific topics. He further comments on the absence of women and women's history in traditional textbooks, thereby indicating the tangential degree to which the stories of women are seen compared to the conventional political and economic histories (Colley, 2017).…”

Section: Afrikaner Nationalism and The History Curriculummentioning

confidence: 99%

“…Colley (2017) refers to how misconceptions were created by the ways in which history educators present specific topics. He further comments on the absence of women and women's history in traditional textbooks, thereby indicating the tangential degree to which the stories of women are seen compared to the conventional political and economic histories (Colley, 2017). Through teachers, textbooks, and the hidden curriculum conveyed by both teachers and textbooks, the National Party could prolong the apartheid agenda.…”

Section: Afrikaner Nationalism and The History Curriculummentioning

confidence: 99%

"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom

Woest

2021

Y&T n.

View full text Add to dashboard Cite

This study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the grand narratives of Afrikaner Nationalist ideologies and Whiteness in South Africa influenced girlhood or girl-becoming within the History classroom during apartheid in the late 1980s. This paper purposefully interrogates how ideologies of white supremacy, such as ordentlikheid (ethnicised respectability), found their way into the micro-context of a primary school history classroom through small acts of oppression. Epistemologically, I underpin this this paper by an interpretative paradigm to justify the meaning-making of personal experiences, which form the core of this paper. Methodologically, the study adopted a qualitative approach, and the research design comprised of an autoethnography. Data consisted of a personal narrative developed from a reflective piece of personal free writing into a crafted story by relying on memory work and checked by verisimilitude to remember specific details. I was the sole participant in that I generated the data through my narrative. An analysis of the findings showed 'place' as predominant convergence of identity marker, namely the place of 'outsider-girlhood' within the socio-educational context and intersectionality as Nationalist influence on white girlhood. I conclude the paper with my final reflections as a form of meaning-making. Keywords: Afrikaner; Autoethnography; White girlhood; History education; Role-play, Whiteness.

show abstract

Judging on Their Looks: Understanding Pre-Service Social Studies Teachers' Conceptions of Historical Agency and Gender

Cited by 9 publications

References 56 publications

Selecting and designing visual curriculum materials for inquiry-based instruction

Selecting and designing visual curriculum materials for inquiry-based instruction

Doctors, Drugs, and Danger

"Better a barefoot than none": Influences of Nationalist ideologies on girlhood in the history classroom

Contact Info

Product

Resources

About