Overview

Theory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways toward access, equity, justice, joy, and love. While it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in all productions of teaching and learning. In this collection, well-established scholars highlight a broad range of theories that are currently used to alter the landscape of social studies instruction. Important to these efforts is the position that theory does not exist in a vacuum, but rather is the reflection of a certain set of concepts and the relationship that one holds to those ideas. Taking these further, each chapter author employs storytelling as a means to share their personal history and unpack how they came to understand their selected theoretical topic. They address a breadth of concepts, such as Black feminism, psychoanalysis, racial capitalism, settler colonialism, sustainability, and technoskepticism. Book Features: ● The only resource of its kind that pairs storying with a far-reaching range of theories actively used by scholars in the field of social studies education and research. ● Brief chapters, arranged alphabetically by concept, provide structure while also staying true to the book’s framing of theory as being curious, fragmented, nomadic, and discursive. ● Embedded connections within each chapter will help readers understand the relational and entangled nature of theory.

Full Product Details

Author:   Bretton A. Varga ,  Erin C. Adams ,  Wayne Journell ,  Vonzell Agosto
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.60cm , Height: 1.30cm , Length: 22.90cm
Weight:   0.363kg
ISBN:  

9780807786406

ISBN 10:   0807786403
Pages:   256
Publication Date:   25 October 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contents Acknowledgments  xi Foreword: Looking Out for Theoretical Plausibilities Vonzell Agosto  xiii Introduction: Always-Already on the Lookout Searching for, Enacting, and Storying Theory in Social Studies Education Bretton A. Varga and Erin C. Adams  1 1.  Academic’s Disease  10 Tommy Ender 2.  Affect as Potential: Interrupting Social Studies Education  18 Peter M. Nelson 3.  Beyond the Majority Rules: Anarchism in Social Studies Education  25 John Lupinacci and Brandon Edwards-Schuth 4.  Phobogenic Hypervisibility as the Invisibility of Black Men and Boys  32 Daniel Josiah Thomas III 5.  To Live Differently: Haecceity and Becoming as Concepts to (Un)do Social Studies Education  39 Rebecca C. Christ 6.  “Don’t Just Thank Black Women. Follow Us.”: Black Feminist Civic Activism  45 Amanda E. Vickery 7.  “Nobody’s Free Until Everybody’s Free”: Black Feminism’s Implications for Social Studies Education Research  53 Kristen E. Duncan 8.  Emphasis on Radical: Centering Black Feminist Radical Politics  59 Tiffany Mitchell Patterson 9.  Moving Toward Interdependent Relations and Anti-Colonial Understandings With Theories of Post-Critical Global Citizenship  65 Timothy Patterson and Jenni Conrad 10.  Critical Refugee Studies Encounter Social Studies  73 Sohyun An 11.  Decolonial Global Citizenship Education  79 Theresa Alviar-Martin and Mark Baildon 12.  “No Humans Involved” Revisited: What Social Studies Might Learn From Sylvia Wynter’s Examinations of Columbus and the Rodney King Trial  86 Esther June Kim 13.  Schools as Apparatuses of Security: Governmentality and True Power  93 Wayne Journell 14.  “They Got Us Warring for Our Freedom”: Toward a TrapCrit Perspective for Social Studies Education  99 Kelly R. Allen 15.  How Hyperreality Morphs Social Studies Inquiries  106 Cathryn van Kessel 16.  Intergenerational Knowledge: Embodied Archives and Silenced Narratives in Education  114 Muna Saleh 17.  Reflecting on the Mimetic: (Material) Double-Dealings and Duplicities Within Social Studies Education  121 Erin C. Adams and Bretton A. Varga 18.  Mobilities Theory and Social Studies Education  129 Stacey L. Kerr 19.  I’m With Them: Enacting a Pedagogy of Solidarity  135 Ryan Oto 20.  Choosing to Teach in Pointy Heels (and Other Postfeminist Dilemmas)  142 Mardi Schmeichel 21.  Psychoanalysis and Social Studies Education  148 H. James Garrett 22.  Queer Geography  155 Sandra J. Schmidt 23.  Intentionally Hidden From the Masses: (Racial) Capitalism’s Omission in the Social Studies  161 Jillian Ford 24.  Defiant, Playful, and Inventive: Rasquache Social Studies Theorizing  168 Tim Monreal 25  Witnessing Scar(ring)s: Settler Colonial Theory for Social Studies Education Research  178 Sarah B. Shear 26.  Sociogenesis and Social Studies Education  186 Danielle I. Charlemagne 27.  “Social” Sustainability and Its Implications on Teaching and Learning in Social Studies  194 Yun-Wen Chan 28.  Technoskepticism in Social Studies Education  202 Daniel G. Krutka, Marie K. Heath, and Jacob Pleasants 29.  On the Insufficiency of Counterstories: Empathic Fallacy and (Un)Expected Readers  209 Noreen Naseem Rodríguez Afterword: Imagining Possible Futures in Social Studies Education and Beyond  216 E. Wayne Ross Endnotes  223 Index  227 About the Editors and Contributors  238

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Author Information

Bretton A. Varga is an assistant professor of history–social science at California State University, Chico and coeditor of Toward a Stranger and More Posthuman Social Studies. Erin C. Adams is an associate professor of elementary social studies at Kennesaw State University.

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