OOIR: Observatory of International Research

Papers

(The median citation count of Theory and Research in Social Education is 1. 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 2022-01-01 to 2026-01-01.)

Article	Citations
TRSE 50^th anniversary call for papers	40
Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations	27
Agency, racism, and what they mean for early childhood and elementary social studies	24
Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship	21
Child-focused civics: Seeing civic action in young children’s everyday interactions	21
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research	21
Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity	19
“Glossed over and missing”: Preservice teachers learn about slavery in Canada	19
Black history mandates ain't new: (Re)covering and (Re)membering the work of Madeline Morgan	15
Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach	14
The Nakba in Israeli history education: Ethical judgments in an ongoing conflict	14
Financial citizenship education and the elusive power of critical inquiry	13
Between maintaining teacher impartiality and protecting student dignity: Teachers’ responses to unacceptable student speech about politically sensitive issues in France and Quebec	13
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches	13
Reviewer acknowledgments	11
Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course	9
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	9
Imparting truths and yielding critical reflections in social studies classrooms	8
Refining criteria for civic inquiry: An analysis of inquiry design model lessons	8
We’ve always dreamed of our freedom: Anti-Blackness, young people’s power, and visions for a more just world	8
The social studies discourse instrument: Validating an observation tool for classroom discussions	7
Diving into elementary social studies instruction: What teachers report is happening	7
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history	7
List of Reviewers for October 1, 2024–October 1, 2025	6
Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability	6

Social studies education research for sustainable democratic societies: Addressing persistent civic challenges	6
We, too, sing America: Preparing a new generation of active citizens	6
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics	6
Radical futures through organized (re)membering	6
Precarious statuses and the legal regulation of citizenship: implications for civic education	5
“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness	5
From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching	5
Civic and citizenship education in context: The influence of IEA studies on national curricula	5
Deepening practices and possibilities for classroom discussion *Making classroom discussions work: Methods for quality dialogue in the social studies*	5
Reviewer Acknowledgements	5
Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education	5
Toward a framework for assessing the quality of students’ social scientific reasoning	4
“Conversation is everything”: How teachers and students create environments where open discussion can thrive	4
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource	4
A historical-philosophical case for ethnoracial school integration Integrations: The struggle for racial equality and civic renewal in public education , by Lawrence Blu	4
Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959	3
“There’s something wrong in society”: Teaching for racial civic literacy using young adult fiction	3
What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education Racial lite	3
Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation	3
Youth participatory action research in your classroom: Teaching and learning for active citizenship	3
Courageously, creatively, and collectively mapping (re)new(ed) paths forward: Mobilizing theory-stories to imagine potentials for social studies education	2
Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies	2
“If they were white and middle class”: The possessive investment in whiteness in U.S. History textbooks’ portrayal of 20th-century social democratic reforms	2
Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education	2
Teaching through crisis: U.S. teachers’ experiences in the aftermath of the 2020 presidential election	2
Navigating “big feelings” in teaching and learning difficult histories: Pedagogical reasoning about students’ emotional potentialities	2
History is critical: Addressing the false dichotomy between historical inquiry and criticality	2
Deconstructing our imperialist history *How to hide an empire: A history of the greater United States* , by D. Immerwahr, Picador, 2020,	2
Reviewer acknowledgments	2
Toward a more empathic, connected, and humanizing democracy: A civics curriculum centering listening and storytelling	2
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions	2
Aspiring nepantleras: Conceptualizing social studies education from the rupture/la herida abierta	1
“Algunas personas aquí han venido con coyote como Areli?”: Conceptualizing the Latine civic counternarrative through diverse children’s literature	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
“Like someone’s got you”: External supports for youth activists and intersectional justice	1
History as an untold story within a story: Confronting the myth of “a nation of immigrants”	1
Combatting violent extremism through our social studies classes *Hate in the homeland: The new global far right* , by Cynthia Miller-Idr	1
“Technology inevitably involves trade-offs”: The framing of technology in social studies standards	1
What kind of affective citizen? An analysis of state social emotional learning standards	1
The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile	1
Embracing queer: Possibilities for gender and sexuality expansiveness in history education	1
Developing a better understating of the pedagogical value and potential of global events	1
Beyond grits and sweet tea: Understanding the complexities of teaching & learning in the U.S. South	1
Resisting oversimplification in pursuit of nuanced learning	1
A roadmap for global, humanizing, and collaborative civic education	1
U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand	1