OOIR: Observatory of International Research

Papers

(The median citation count of Theory and Research in Social Education is 0. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)

Article	Citations
TRSE 50^th anniversary call for papers	69
Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations	30
Agency, racism, and what they mean for early childhood and elementary social studies	17
Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship	15
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research	15
“Glossed over and missing”: Preservice teachers learn about slavery in Canada	14
Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization	14
“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry	12
Black history mandates ain't new: (Re)covering and (Re)membering the work of Madeline Morgan	11
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches	10
Financial citizenship education and the elusive power of critical inquiry	10
Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity	10
The Nakba in Israeli history education: Ethical judgments in an ongoing conflict	10
Reviewer acknowledgments	9
We’ve always dreamed of our freedom: Anti-Blackness, young people’s power, and visions for a more just world	8
Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course	7
Diving into elementary social studies instruction: What teachers report is happening	7
A pivotal read for a populist moment Political education in times of populism: Towards a radical democratic education , by Edda Sant, Cham, Switzerland, Palgrave-Macmill	7
The social studies discourse instrument: Validating an observation tool for classroom discussions	6
“Ethnic studies now”: Preparing to teach and support critical K–12 ethnic studies	5
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history	5
Precarious statuses and the legal regulation of citizenship: implications for civic education	4
Imparting truths and yielding critical reflections in social studies classrooms	4
Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class	4
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics	4

Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence	4
We, too, sing America: Preparing a new generation of active citizens	4
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges	4
Centering power, inequity, and social justice: Possibilities in civic education	4
Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability	4
Deepening practices and possibilities for classroom discussion *Making classroom discussions work: Methods for quality dialogue in the social studies*	3
From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching	3
Civic and citizenship education in context: The influence of IEA studies on national curricula	3
Reviewer Acknowledgements	3
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource	3
Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education	3
“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness	3
Retelling American history: Black women’s resistance and fight for freedom, justice, equality, and cultural identity in the United States	2
What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education Racial lite	2
Courageously, creatively, and collectively mapping (re)new(ed) paths forward: Mobilizing theory-stories to imagine potentials for social studies education	2
Deconstructing our imperialist history *How to hide an empire: A history of the greater United States* , by D. Immerwahr, Picador, 2020,	2
A historical-philosophical case for ethnoracial school integration Integrations: The struggle for racial equality and civic renewal in public education , by Lawrence Blu	2
Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959	2
Reviewer acknowledgments	2
Teaching for citizenship: Instructional practices and open classroom climate	2
Toward a framework for assessing the quality of students’ social scientific reasoning	2
“Conversation is everything”: How teachers and students create environments where open discussion can thrive	2
Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation	2
Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies	2
“There’s something wrong in society”: Teaching for racial civic literacy using young adult fiction	2
A roadmap for global, humanizing, and collaborative civic education	1
Developing a better understating of the pedagogical value and potential of global events	1
Resisting oversimplification in pursuit of nuanced learning	1
“If they were white and middle class”: The possessive investment in whiteness in U.S. History textbooks’ portrayal of 20th-century social democratic reforms	1
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions	1
“Like someone’s got you”: External supports for youth activists and intersectional justice	1
“Technology inevitably involves trade-offs”: The framing of technology in social studies standards	1
History is critical: Addressing the false dichotomy between historical inquiry and criticality	1
What kind of affective citizen? An analysis of state social emotional learning standards	1
Beyond grits and sweet tea: Understanding the complexities of teaching & learning in the U.S. South	1
U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand	1
Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education	1
What is the word “difficult” doing in social studies research?: A systematic literature review of empirical research on difficult knowledges and histories, 2004–2022	1
Virtual reality for the promotion of historical empathy: A mixed-methods analysis	0
Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application	0
Geography education professionals’ understanding of global citizenship: Insights for a more just geography curriculum	0
Representations of war: A cross-national comparative analysis of the Vietnam War in high school history standards	0
Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class	0
Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion	0
Pragmatist inquiry: Teaching honesty, dissent, and hope in times of populism and post-truth	0
Theorizing necropolitics in social studies education	0
Why teachers address unplanned controversial issues in the classroom	0
Being a good citizen in a postcolonial context: Justice-oriented citizenship implications of Nigerian teachers’ civic education ideologies	0
Reframing the purpose of museum visits	0
Toward becoming: social studies as indeterminate and infinite possibilities	0

Linking place-based social studies education and critical place inquiry in the quest for social change Place-based social studies education: Learning from Flint, Michi	0
Racial individualism in middle school: How students learn white innocence through the social studies curriculum	0
Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate	0
Reconceptualizing global citizenship education: Revisiting Asia as method	0
Supporting multilingual middle school students’ social studies learning through inquiry and visual literacy approaches	0
Bridging disciplines: Enhancing social studies with data literacy	0
Moving through the worlds of work: The myth of education as the great equalizer The education trap: Schooling and the remaking of equality in Boston , by Cristina Vivian	0
Moral judgment in history education and historical positionality as a moral evaluator	0
Chronicling sankofa: The evolution of the work of James Banks and civic education	0
Maneuvering through undocumented and documented status: Liminal legality and civic education of a migrant social studies teacher	0
The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019	0
Embracing queer: Possibilities for gender and sexuality expansiveness in history education	0
Combatting violent extremism through our social studies classes *Hate in the homeland: The new global far right* , by Cynthia Miller-Idr	0
(Re)imagining civics education: Finding hope in the civic practices of communities of color	0
“I was in the room where it happens”: Educator agency and community within state social studies standards committees	0
Rethinking presentism in history education	0
The tradition of classroom deliberation and the evasion of racial justice as a social issue, 1916–1966	0
Finding complexity in perspectives on citizenship: Reading Growing up Latinx and thinking about youth activism *Growing up Latinx: Coming*	0
The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction	0
A more conscious history education? Historical consciousness, narrative, and identity in French Canadian schools Beyond history for historical consciousness: Students, narrative, and me	0
“Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies	0
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry	0
Baudrillard, hyperreality, and the ‘problematic’ of (mis/dis)information in social media	0
“Because the United States is a great melting pot”: How students make sense of topics in world history	0
Design-based research: The importance of inquiry, collaboration, and innovation in social studies education	0
ToponomiCrit: A theory for decolonization and dewhitesupremacization	0
Centering the lives of immigrant and refugee youth: (Re)envisioning narratives of belonging in social studies education Humanitarianism and mass migration: Confronting the world crisis<	0
Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework	0
Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education	0
“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion	0
Deliberation can wait: How civic litigation makes inquiry critical	0
Reviewer Acknowledgements	0
A roadmap forward in elementary social studies *Social studies for a better world: An anti-oppressive approach for elementary educators*	0
“They created segregation with the economy”: Using AI for a student-driven inquiry into redlining in the social studies classroom	0
Food for thought in social education and research	0
“Discussions on another spectrum”: Q pedagogy and high-quality discussions	0
Pulling back the curtain: A practical, approachable, and pragmatic new book on teaching history through inquiry *Developing historical thinkers: Supporting historical i*	0
The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile	0
Creating possibilities in difficult times: Learning from educators’ reflections on teaching difficult histories	0
Untangling the web of climate denial How to confront climate denial: Literacy, social studies, and climate change , by James S. Damico & Mark C. Baildon, New York, N	0
Whiteness and the social studies: Naming and re-articulating “the invisible”	0
Included, but how? A critical investigation into elementary social studies standards about religion	0
Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites	0
On re-meaning space, time, and memory: A lived experience	0
Teaching students to evaluate online information in social studies: A comparative case study of teachers’ goals and approaches	0
Resources for practice: Claiming space for relationships in the classroom Teaching as if students matter: A guide to creating classrooms based on relationships and eng	0
Assessing computational thinking in the social studies	0
Igniting passion for discussion and democratizing classrooms	0
Whose historical thinking? Representation of women in the Digital Inquiry Group’s Reading Like a Historian world history curriculum	0
Seizing the moment: A critical place-based partnership for antiracist elementary social studies teacher education	0
Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach	0
Connections across time and space: World history instruction through themes and documents	0
Hollywood (and studios beyond) meet world history – how do they do? *Hollywood or history: An inquiry-based strategy for using film to teach world history*	0
Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support	0
From “contained risk taking” to “required risk taking” Hard questions: Learning to teach controversial issues , by Judith L. Pace, Lanham, MD, Rowman & Littlefield,	0
“This is for us, not them”: Troubling adultism through a pedagogy of solidarity in youth organizing and activism	0
Charting the path of giants: Examining the contributions of seminal social studies education scholars	0
How do we know what they know? A case study of classroom-based assessment with multilingual learners	0
Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards	0
Developing mutually respectful research-practice partnerships while engaging young citizens	0
Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies	0
Taking stock of the field: Complicated conversations in social studies curriculum	0
Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom	0
History as an untold story within a story: Confronting the myth of “a nation of immigrants”	0
Aspiring nepantleras: Conceptualizing social studies education from the rupture/la herida abierta	0
College, career, and civic readiness: Building school communities that prepare youth to thrive as 21^stcentury citizens	0