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 2020-11-01 to 2024-11-01.)

Article	Citations
Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards	53
The making of global Black anti-citizen/citizenship: Situating BlackCrit in global citizenship research and theory	35
Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework	20
Cultivating empathic listening in democratic education	19
Engaging with issues of death, loss, and grief in elementary school: Teachers’ perceptions and affective experiences of an in-service training program on death education in Cyprus	16
Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge	15
Imagining and teaching citizenship as non-citizens: Migrant social studies teachers’ positionalities and citizenship education in turbulent times	14
History is critical: Addressing the false dichotomy between historical inquiry and criticality	13
The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019	12
“There’s no way we can teach all of this”: Factors that influence secondary history teachers’ content choices	11
“Sound” civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice	11
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches	10
Rethinking presentism in history education	10
Deliberation can wait: How civic litigation makes inquiry critical	10
Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education	8
Seizing the moment: A critical place-based partnership for antiracist elementary social studies teacher education	8
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges	8
“Technology inevitably involves trade-offs”: The framing of technology in social studies standards	7
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions	7
Virtual reality for the promotion of historical empathy: A mixed-methods analysis	7
Becoming “Hijas de laLucha”: Political subjectification, affective intensities, and historical narratives in a Chilean all-girls high school	6
Toward critically compassionate financial literacy: How elementary preservice teachers view the standards	6
Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization	6
“But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society	5
Why teachers address unplanned controversial issues in the classroom	5

Between aspiration and reality: New materialism and social studies education	5
“This is for us, not them”: Troubling adultism through a pedagogy of solidarity in youth organizing and activism	5
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics	5
“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry	4
Assessing computational thinking in the social studies	4
Maneuvering through undocumented and documented status: Liminal legality and civic education of a migrant social studies teacher	4
Bridge or byway? Teaching historical reading and civic online reasoning in a U.S. history class	4
Five years later: How the 2016 U.S. presidential election and the #MeToo movement impacted feminist social studies teachers	4
Teaching for citizenship: Instructional practices and open classroom climate	4
Representations of war: A cross-national comparative analysis of the Vietnam War in high school history standards	3
Theorizing necropolitics in social studies education	3
Students’ citizenship competencies: The role of ethnic school composition and perceived teacher support	3
Aspiring nepantleras: Conceptualizing social studies education from the rupture/la herida abierta	3
“If they were white and middle class”: The possessive investment in whiteness in U.S. History textbooks’ portrayal of 20th-century social democratic reforms	3
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	3
Toward a framework for assessing the quality of students’ social scientific reasoning	3
Teaching under attack: The dilemmas, goals, and practices of upper-elementary school teachers when dealing with terrorism in class	3
College, career, and civic readiness: Building school communities that prepare youth to thrive as 21^stcentury citizens	3
Racial individualism in middle school: How students learn white innocence through the social studies curriculum	2
Moral judgment in history education and historical positionality as a moral evaluator	2
Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application	2
“Because the United States is a great melting pot”: How students make sense of topics in world history	2
Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship	2
Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity	2
“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness	2
Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies	2
“They created segregation with the economy”: Using AI for a student-driven inquiry into redlining in the social studies classroom	1
U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand	1
“I was in the room where it happens”: Educator agency and community within state social studies standards committees	1
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research	1
Black teachers in white spaces: Rupturing reproductions of Anti-Blackness in preservice social studies education	1
The meaning of citizenship: Identifying the beliefs of teachers responsible for citizenship education in Chile	1
What kind of affective citizen? An analysis of state social emotional learning standards	1
From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching	1
The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction	1
Civic education in informal settings: Black voluntary associations as schools for democracy, 1898-1959	1
Included, but how? A critical investigation into elementary social studies standards about religion	1
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry	1
“Come as you are. We are a family.”: Examining Hip Hop, belonging, and civicness in social studies	1
Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations	1
Imparting truths and yielding critical reflections in social studies classrooms *Teaching enslavement in American history: Lesson plans and primary sources*	0
Toward becoming: social studies as indeterminate and infinite possibilities *Toward a stranger & more posthuman social studies* , ed	0
Financial citizenship education and the elusive power of critical inquiry	0
Understanding and addressing gender stereotypes with elementary children: The promise of an integrated approach	0
Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability	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
Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies	0
“Discussions on another spectrum”: Q pedagogy and high-quality discussions	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
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	0

Charting the path of giants: Examining the contributions of seminal social studies education scholars	0
Design-based research: The importance of inquiry, collaboration, and innovation in social studies education	0
On re-meaning space, time, and memory: A lived experience	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
“Like someone’s got you”: External supports for youth activists and intersectional justice	0
Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education	0
“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion	0
The tradition of classroom deliberation and the evasion of racial justice as a social issue, 1916–1966	0
Civic and citizenship education in context: The influence of IEA studies on national curricula	0
Retelling American history: Black women’s resistance and fight for freedom, justice, equality, and cultural identity in the United States	0
Deepening practices and possibilities for classroom discussion *Making classroom discussions work: Methods for quality dialogue in the social studies*	0
More than maps: Thoughtful geographical practice in spatial citizenship education	0
Centering relational-meaning making and self-understanding	0
“Conversation is everything”: How teachers and students create environments where open discussion can thrive	0
Being a good citizen in a postcolonial context: Justice-oriented citizenship implications of Nigerian teachers’ civic education ideologies	0
Chronicling sankofa: The evolution of the work of James Banks and civic education	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
Centering power, inequity, and social justice: Possibilities in civic education	0
(Re)imagining civics education: Finding hope in the civic practices of communities of color	0
History as an untold story within a story: Confronting the myth of “a nation of immigrants”	0
Reviewer acknowledgments	0
Pulling back the curtain: A practical, approachable, and pragmatic new book on teaching history through inquiry *Developing historical thinkers: Supporting historical i*	0
A roadmap forward in elementary social studies *Social studies for a better world: An anti-oppressive approach for elementary educators*	0
TRSE 50^th anniversary call for papers	0
Supporting multilingual middle school students’ social studies learning through inquiry and visual literacy approaches	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
Schools, society, and the socio-political: Navigating the tensions in civic education	0
“Glossed over and missing”: Preservice teachers learn about slavery in Canada	0
Encouraging inquiry in the digital age	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
Geography education professionals’ understanding of global citizenship: Insights for a more just geography curriculum	0
Connections across time and space: World history instruction through themes and documents	0
Theorizing mimesis across social studies contexts of mimicry, imitation, and simulation	0
Reconceptualizing global citizenship education: Revisiting Asia as method	0
Beyond grits and sweet tea: Understanding the complexities of teaching & learning in the U.S. South	0
Precarious statuses and the legal regulation of citizenship: implications for civic education *Civic education in the age of mass migration: Implications for theory and*	0
Integrative units to prepare youth for democratic participation	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
A roadmap for global, humanizing, and collaborative civic education	0
“Ethnic studies now”: Preparing to teach and support critical K–12 ethnic studies	0
Combatting violent extremism through our social studies classes *Hate in the homeland: The new global far right* , by Cynthia Miller-Idr	0
Developing mutually respectful research-practice partnerships while engaging young citizens	0
“There’s something wrong in society”: Teaching for racial civic literacy using young adult fiction	0
We, too, sing America: Preparing a new generation of active citizens	0
The Nakba in Israeli history education: Ethical judgments in an ongoing conflict	0
Reviewer acknowledgments	0
Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence	0
Finding complexity in perspectives on citizenship: Reading Growing up Latinx and thinking about youth activism *Growing up Latinx: Coming*	0
What has changed in social studies education? Racial literacy scholarship as enactments of hope for social studies education Racial lite	0
Reviewer Acknowledgements	0
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history	0
Reframing the purpose of museum visits	0
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource	0
Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course	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
Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites	0
How do we know what they know? A case study of classroom-based assessment with multilingual learners	0
Deconstructing our imperialist history *How to hide an empire: A history of the greater United States* , by D. Immerwahr, Picador, 2020,	0
Cultivating democracy with conversation: Teaching and learning civic knowledge and skills through classroom discussion Education for liberal democracy: Using classroom	0
Reviewer Acknowledgements	0
Whiteness and the social studies: Naming and re-articulating “the invisible”	0
Learning young children’s civic action and thought through themselves, others, and issues	0
A historical-philosophical case for ethnoracial school integration Integrations: The struggle for racial equality and civic renewal in public education , by Lawrence Blu	0
Agency, racism, and what they mean for early childhood and elementary social studies	0
Black history mandates ain't new: (Re)covering and (Re)membering the work of Madeline Morgan	0