Qualitative Inquiry in Social Studies Research

Dinkelman, Todd; Cuenca, Alexander

doi:10.1002/9781118768747.ch5

Cited by 6 publications

(1 citation statement)

References 114 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Premised on qualitative research practices pertinent to the field of social studies education (Dinkelman & Cuenca, 2017), and being attentive to the methodologies exclusive to the collection and coding of written artifacts (Auerbach & Silverstein, 2003;Saldaña, 2013;Williams & Moser, 2019), data collected, in this case, select student writing samples, should be authentically situated allowing ideas, perceptions, and responses to naturally form and, hence, be naturally articulated. The interpretation, or thematic coding of such responses, should move from particularistic (singular) to generalizable (whole), and be rooted in both inductive and deductive methodologies (Auerbach & Silverstein, 2003;Creswell, 2013;Williams & Moser, 2019).…”

Section: Discussionmentioning

confidence: 99%

Portraits of Change: Using Picture Books to Engage Students in Thematic Civic Education

Whitford,

Lintner,

Clabough

et al. 2024

The Journal of Social Studies Research

View full text Add to dashboard Cite

This semester-long research project examined the use of social studies trade books to thematically teach about six individuals who served as change agents in the United States during the late 19th century and early 20th century. Three of the individuals were African American men, Robert Smalls, Frederick Douglass, and John Roy Lynch, who took civic action to address racial discrimination faced by the Black community in the half century following the U.S. Civil War. The other three indivduals were women women, Ida B. Wells, Clara Lemlich, and Jane Addams, who challenged social inequities and injustices within their communities. Over the course of the semester-long research project, sixth-grade U.S. history students read selected trade books, examined primary sources, completed graphic organizers, and crafted writing assessments about each of the six individuals. Students demonstrated complex historical thinking, integrated economic and civic thinking, and communicated thematic ideas of systemic oppression of minorities, women, and the poor. They struggled to make connections between examples of historic oppression and contemporary examples of societal oppression.

show abstract