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 2021-07-01 to 2025-07-01.)

Article	Citations
TRSE 50^th anniversary call for papers	33
Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations	22
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research	17
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	16
Black history mandates ain't new: (Re)covering and (Re)membering the work of Madeline Morgan	15
Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization	15
Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach	13
The Nakba in Israeli history education: Ethical judgments in an ongoing conflict	12
“Glossed over and missing”: Preservice teachers learn about slavery in Canada	12
Financial citizenship education and the elusive power of critical inquiry	11
Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity	10
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches	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
Diving into elementary social studies instruction: What teachers report is happening	7
Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course	7
The social studies discourse instrument: Validating an observation tool for classroom discussions	7
Imparting truths and yielding critical reflections in social studies classrooms	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	6
Refining criteria for civic inquiry: An analysis of inquiry design model lessons	6
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history	6
Radical futures through organized (re)membering	5
Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability	5
Centering power, inequity, and social justice: Possibilities in civic education	5

Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence	5
We, too, sing America: Preparing a new generation of active citizens	5
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics	4
Deepening practices and possibilities for classroom discussion *Making classroom discussions work: Methods for quality dialogue in the social studies*	4
From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching	4
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges	4
Reviewer Acknowledgements	4
Civic and citizenship education in context: The influence of IEA studies on national curricula	4
Precarious statuses and the legal regulation of citizenship: implications for civic education	4
“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness	4
Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education	4
Toward a framework for assessing the quality of students’ social scientific reasoning	3
What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education Racial lite	3
A historical-philosophical case for ethnoracial school integration Integrations: The struggle for racial equality and civic renewal in public education , by Lawrence Blu	3
Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959	3
“Conversation is everything”: How teachers and students create environments where open discussion can thrive	3
Retelling American history: Black women’s resistance and fight for freedom, justice, equality, and cultural identity in the United States	3
Courageously, creatively, and collectively mapping (re)new(ed) paths forward: Mobilizing theory-stories to imagine potentials for social studies education	3
Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation	3
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource	3
Toward a more empathic, connected, and humanizing democracy: A civics curriculum centering listening and storytelling	2
Navigating “big feelings” in teaching and learning difficult histories: Pedagogical reasoning about students’ emotional potentialities	2
Teaching for citizenship: Instructional practices and open classroom climate	2
Reviewer acknowledgments	2
Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education	2
Deconstructing our imperialist history *How to hide an empire: A history of the greater United States* , by D. Immerwahr, Picador, 2020,	2
“There’s something wrong in society”: Teaching for racial civic literacy using young adult fiction	2
Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies	2
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions	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
Embracing queer: Possibilities for gender and sexuality expansiveness in history education	1
History is critical: Addressing the false dichotomy between historical inquiry and criticality	1
“Technology inevitably involves trade-offs”: The framing of technology in social studies standards	1
Aspiring nepantleras: Conceptualizing social studies education from the rupture/la herida abierta	1
History as an untold story within a story: Confronting the myth of “a nation of immigrants”	1
Developing a better understating of the pedagogical value and potential of global events	1
Resisting oversimplification in pursuit of nuanced learning	1
What kind of affective citizen? An analysis of state social emotional learning standards	1
U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand	1
The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile	1
A roadmap for global, humanizing, and collaborative civic 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
“Like someone’s got you”: External supports for youth activists and intersectional justice	1
Beyond grits and sweet tea: Understanding the complexities of teaching & learning in the U.S. South	1
Rethinking presentism in history education	0
Geography education professionals’ understanding of global citizenship: Insights for a more just geography curriculum	0
Reviewer Acknowledgements	0
College, career, and civic readiness: Building school communities that prepare youth to thrive as 21^stcentury citizens	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
“Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies	0

Racial individualism in middle school: How students learn white innocence through the social studies curriculum	0
Representations of war: A cross-national comparative analysis of the Vietnam War in high school history standards	0
“This is for us, not them”: Troubling adultism through a pedagogy of solidarity in youth organizing and activism	0
Resources for practice: Claiming space for relationships in the classroom	0
Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies	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
The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019	0
“Discussions on another spectrum”: Q pedagogy and high-quality discussions	0
“They created segregation with the economy”: Using AI for a student-driven inquiry into redlining in the social studies classroom	0
Being a good citizen in a postcolonial context: Justice-oriented citizenship implications of Nigerian teachers’ civic education ideologies	0
Baudrillard, hyperreality, and the ‘problematic’ of (mis/dis)information in social media	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
Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education	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
Taking stock of the field: Complicated conversations in social studies curriculum	0
The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction	0
Whiteness and the social studies: Naming and re-articulating “the invisible”	0
Seizing the moment: A critical place-based partnership for antiracist elementary social studies teacher education	0
On re-meaning space, time, and memory: A lived experience	0
Chronicling sankofa: The evolution of the work of James Banks and civic education	0
Creating possibilities in difficult times: Learning from educators’ reflections on teaching difficult histories	0
Theorizing necropolitics in social studies education	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
Supporting multilingual middle school students’ social studies learning through inquiry and visual literacy approaches	0
Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites	0
Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom	0
Finding complexity in perspectives on citizenship: Reading Growing up Latinx and thinking about youth activism *Growing up Latinx: Coming*	0
A roadmap forward in elementary social studies *Social studies for a better world: An anti-oppressive approach for elementary educators*	0
Included, but how? A critical investigation into elementary social studies standards about religion	0
(Re)imagining civics education: Finding hope in the civic practices of communities of color	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
Why teachers address unplanned controversial issues in the classroom	0
“I was in the room where it happens”: Educator agency and community within state social studies standards committees	0
Igniting passion for discussion and democratizing classrooms	0
What youth want from discussions: Practice, participation, and democracy in social studies (teacher) education	0
Whose historical thinking? Representation of women in the Digital Inquiry Group’s Reading Like a Historian world history curriculum	0
ToponomiCrit: A theory for decolonization and dewhitesupremacization	0
Reconceptualizing global citizenship education: Revisiting Asia as method	0
Moral judgment in history education and historical positionality as a moral evaluator	0
“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion	0
Developing mutually respectful research-practice partnerships while engaging young citizens	0
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry	0
Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application	0
Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion	0
Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class	0
Bridging disciplines: Enhancing social studies with data literacy	0
Combatting violent extremism through our social studies classes *Hate in the homeland: The new global far right* , by Cynthia Miller-Idr	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
Virtual reality for the promotion of historical empathy: A mixed-methods analysis	0
Commemorating difficult history in schools: Affective strategies of Greek-Cypriot teachers on the 50th anniversary of the 1974 war	0
Teaching students to evaluate online information in social studies: A comparative case study of teachers’ goals and approaches	0
How do we know what they know? A case study of classroom-based assessment with multilingual learners	0
Pragmatist inquiry: Teaching honesty, dissent, and hope in times of populism and post-truth	0
Maneuvering through undocumented and documented status: Liminal legality and civic education of a migrant social studies teacher	0
The tradition of classroom deliberation and the evasion of racial justice as a social issue, 1916–1966	0
Pulling back the curtain: A practical, approachable, and pragmatic new book on teaching history through inquiry *Developing historical thinkers: Supporting historical i*	0
Critical historical inquiry: A meta-ethnography of researcher frameworks, 2000–2022	0
Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach	0
“Because the United States is a great melting pot”: How students make sense of topics in world history	0
Toward becoming: social studies as indeterminate and infinite possibilities	0
Assessing computational thinking in the social studies	0
Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support	0
Linking place-based social studies education and critical place inquiry in the quest for social change	0
Representation matters, but so does data: A 15-year assessment of the assumed “demographic imperative” in the social studies teaching force	0
Charting the path of giants: Examining the contributions of seminal social studies education scholars	0
Food for thought in social education and research	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