@TRSE_Editor

Theory & Research in Social Education is the official journal of the College and University Faculty Assembly of the National Council for the Social Studies

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Joined January 2016
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We are pleased to share that TRSE Editorial Advisory Board Member Dr. Keith Barton has been selected as a 2026 AERA Fellow. Congratulations, Keith! aera.net/Newsroom/AERA-Selec…
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Hot off the press! “Algunas personas aquí han venido con coyote como Areli?”: Conceptualizing the Latine civic counternarrative through diverse children’s literature" by Melissa Rojas Williams and Cinthia Salinas doi.org/10.1080/00933104.202…

“Algunas personas aquí han venido con coyote como Areli?”: Conceptualizing the Latine civic...

At the center of a marginalizing curriculum are deliberate attempts to diminish narratives that reflect diverse communities and the intrinsic relationship between culture and citizenship. Diverse c...

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Hot off the press! "Child-focused civics: Seeing civic action in young children’s everyday interactions" by Katherina A. Payne, Anna Falkner, Jennifer Keys Adair, Sunmin Leec, Molly E. McManus, Shubhi Sachdevad, and Kiyomi Sánchez Suzuki Colegrove doi.org/10.1080/00933104.202…

Child-focused civics: Seeing civic action in young children’s everyday interactions

Schools are tasked with preparing children to become engaged citizens, and yet children already act civically every day. To see how young children in preschool settings do civic action (i.e. acting...

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Calling All Doctoral Students! You are invited to participate in the TRSE Doctoral Student Mentorship Program which is an opportunity to review a manuscript and discuss the review process with a TRSE Board Member. If interested, please see this link below. docs.google.com/forms/d/e/1F…

TRSE Doctoral Student Mentorship Program, 2026-2027

TRSE is committed to mentoring the next generation of social studies scholars by involving them in the manuscript review process. TRSE has a unique mentorship program, started by Dr. Wayne Journell,...

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We are honored to take the helm as the new TRSE Editorial Team for the next three years. We extend enormous gratitude to Wayne Journell and his team for their extraordinary stewardship over the past nine years. We look forward to your submissions and readership!
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The TRSE Editorial Transition happens tomorrow! Read the letter from outgoing editor, Wayne Journell docs.google.com/document/d/1…

Journell Goodbye Editor Letter

Dear Colleagues, Today marks my last day as editor of Theory & Research in Social Education. It has been an honor to be able to serve the field in this role for the past nine years (plus two additi...

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Hot off the press! "Commemorating difficult history in schools: Affective strategies of Greek-Cypriot teachers on the 50th anniversary of the 1974 war" by Michalinos Zembylas & Xanthia Aristidou doi.org/10.1080/00933104.202…

Commemorating difficult history in schools: Affective strategies of Greek-Cypriot teachers on the...

This study investigates the affective strategies employed by Greek-Cypriot teachers when engaging with the emotionally charged history of the 1974 war—commonly referred to in the Greek-Cypriot comm...

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NEW ISSUE! With articles by Sandra Schmidt, Brittany Jones & Kim Edmondson, Cathryn van Kessel et al., Mattias Bjorkland, & Linda Doornbos et al. Also, book reviews by Hajar Al Dirani & Amy Allen, Nathan Smith, & Saviour Kitcher & Anne-Lise Halvorsen tandfonline.com/toc/utrs20/5…

Theory & Research in Social Education

Volume 53, Issue 2 of Theory & Research in Social Education

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We have updated metrics! Our 2024 Impact Factor is 2.1, and our CiteScore is 5.8. In both cases, TRSE remains in the top quartile of journals! Update your vitas accordingly!
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Hot off the press! "Navigating 'big feelings' in teaching and learning difficult histories: Pedagogical reasoning about students’ emotional potentialities" by Rebecca Rosen & Kevin Meuwissen doi.org/10.1080/00933104.202…

Navigating “big feelings” in teaching and learning difficult histories: Pedagogical reasoning about...

This qualitative study describes how seven middle-level and secondary social studies teachers engaged in pedagogical reasoning and decision-making in anticipation of students’ emotional potentialit...

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Hot off the press! "Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach" by Judy Pace doi.org/10.1080/00933104.202…

Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a...

Classroom dialogue on controversial issues in post-conflict contexts is widely advocated but very difficult to achieve. This article examines a gradient of controversy approach to deliberative dial...

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Hot off the press! "Refining criteria for civic inquiry: An analysis of inquiry design model lessons" by Daniel Krutka and Mark Hlavacik. doi.org/10.1080/00933104.202…

Refining criteria for civic inquiry: An analysis of inquiry design model lessons

The Inquiry Design Model (IDM) is a lesson-planning framework designed to implement inquiry for social studies educators as conceived in the C3 Framework. For this study, we drew on scholarly liter...

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Hot off the press! "Toward a more empathic, connected, and humanizing democracy: A civics curriculum centering listening and storytelling" by Hilary Conklin & Molly Andolina doi.org/10.1080/00933104.202…

Toward a more empathic, connected, and humanizing democracy: A civics curriculum centering listen...

Drawing on surveys, classroom observations, student work, focus groups, and teacher interviews, this case study explores features and impacts of a novel civics curriculum centering empathic listeni...

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Hot off the press! "ToponomiCrit: A theory for decolonization and dewhitesupremacization" by Thomas Misco, Nathaniel Bryan, & Dustin Hornbeck doi.org/10.1080/00933104.202…

ToponomiCrit: A theory for decolonization and dewhitesupremacization

Drawing on a range of critical theories (e.g. Critical Toponomy, Critical Race Theory, Critical Race Spatial Analysis), this article serves to advance a theory of “ToponomiCrit,” which embodies res...

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NEW ARTICLE! "“Discussions on another spectrum”: Q pedagogy and high-quality discussions" by Todd Dinkelman, Lloyd Rieber, & Grant Johnson doi.org/10.1080/00933104.202…

“Discussions on another spectrum”: Q pedagogy and high-quality discussions

This study examines Q pedagogy—an innovative approach to discussion-based teaching—to promote discussion in a graduate-level social studies research course. The study explores how graduate-level te...

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NEW ARTICLE! "The Nakba in Israeli history education: Ethical judgments in an ongoing conflict" by Roy Weintraub & Lindsay Gibson. FREE ACCESS! doi.org/10.1080/00933104.202…

The Nakba in Israeli history education: Ethical judgments in an ongoing conflict

The Nakba, which means “the catastrophe” in Arabic, is the most controversial historical topic in Israeli history education. Despite the Nakba’s significance to the history of Israel and the ongoin...

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NEW ARTICLE: "(Un)critical geographies of race: A critical race discourse analysis of an online local history resource" by ArCasia James-Gallaway, Chaddrick James-Gallaway, & Neil Shanks doi.org/10.1080/00933104.202…

(Un)critical geographies of race: A critical race discourse analysis of an online local history...

Websites that provide accounts of local history represent powerful curricular possibilities for K-12 history teachers and those of all ages who engage with historical narratives centered on place. ...

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NEW ARTICLE! "Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites" by Jim Garrett! doi.org/10.1080/00933104.202…

Relation and emotion in antiracist pedagogies: Social studies teachers encounter the legacy sites

This article charts the experiences that emerged as part of a two-day workshop in Montgomery, Alabama at the Equal Justice Initiative’s (EJI) Legacy Sites that took place in the spring of 2023. In ...

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NEW ARTICLE! "“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion" by Rebecca Geller, Jamie Gravell, Amy Richardson, and Stacy Strang doi.org/10.1080/00933104.202…

“My thinking has changed but beliefs have not”: Motivated reasoning in learning to teach abortion

In the wake of the overturning of Roe v. Wade, social studies education has remained startlingly silent on the topic of abortion. In this design-based research study, we present a qualitative analy...

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NEW ISSUE! Articles by Rebecca Geller et al., Jim Garrett, ArCasia James-Gallaway et al., Roy Weintraub & Lindsay Gibson, & Todd Dinkelman et al. Book reviews by Brittany Jones, Kimberly Edmondson, & Binaya Subedi! tandfonline.com/toc/utrs20/5…

Theory & Research in Social Education

Volume 53, Issue 1 of Theory & Research in Social Education

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