東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"How Do I Navigate Telling an Inclus...

Caldwell, Sabrina L.,

FindBook

Google Book

Amazon

博客來

"How Do I Navigate Telling an Inclusive Truth Without Having a Parent Write an Angry Email?": Making Sense of Policy and Practice in Social Studies Classrooms /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"How Do I Navigate Telling an Inclusive Truth Without Having a Parent Write an Angry Email?": Making Sense of Policy and Practice in Social Studies Classrooms // Sabrina L Caldwell.
作者:	Caldwell, Sabrina L.,
面頁冊數:	1 electronic resource (333 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Social sciences education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31847066
ISBN:	9798315720393

"How Do I Navigate Telling an Inclusive Truth Without Having a Parent Write an Angry Email?": Making Sense of Policy and Practice in Social Studies Classrooms /
Caldwell, Sabrina L.,

"How Do I Navigate Telling an Inclusive Truth Without Having a Parent Write an Angry Email?": Making Sense of Policy and Practice in Social Studies Classrooms /Sabrina L Caldwell. - 1 electronic resource (333 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

This dissertation contributes a more current and comprehensive understanding of the realities and challenges facing social studies practitioners who are engaging their students in civil discourse and critical thinking around current social and political issues based upon data collected in the months just before the 2024 U.S. Presidential Election. This qualitative case study draws from semi-structured focus group interviews, 1:1 interviews, and a content analysis of curricular materials with eight secondary social studies teachers in public schools of varying demographics and contexts across Tennessee and Florida to learn more about how social studies teachers in states with restrictive laws are making sense of restrictive educational policies and parental rights movements as well as how they are engaging their students in critical thinking and civil discourse. Applying both sensemaking and social constructionist theoretical frameworks, my analysis looked more closely at teacher decision-making and pedagogical choices. Findings showed that although teachers carry different interpretations of facilitating discussions on controversial topics and maneuvering through parental and administrative pressure, they are continually practicing and engaging in resistance and resourcefulness in their own decision-making and pedagogy. I argue first, that teachers wrestled with navigating tensions between subversion and compliance towards increasing laws and oversight, and second, that teachers do their best within their specific contexts to implement pedagogical methods that both push and protect their students in their engagement in civil discourse and critical thinking. This study presents both scholarly and practical implications for social studies teacher preparation, as programs can more effectively equip their preservice teachers with tools to teach in critical and subversive ways, tailored and adapted for specific contexts with varying levels of oversight and pressure.

English

ISBN: 9798315720393Subjects--Topical Terms:

2144735
Social sciences education.
Subjects--Index Terms:

Civil discourse

"How Do I Navigate Telling an Inclusive Truth Without Having a Parent Write an Angry Email?": Making Sense of Policy and Practice in Social Studies Classrooms /
LDR:03538nmm a22004453i 4500 001 2433249
005 20250825104032.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798315720393
035 $a (MiAaPQD)AAI31847066
035 $a AAI31847066
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Caldwell, Sabrina L., $e author. $3 3822784
245 1 0 $a "How Do I Navigate Telling an Inclusive Truth Without Having a Parent Write an Angry Email?": Making Sense of Policy and Practice in Social Studies Classrooms / $c Sabrina L Caldwell.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (333 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
500 $a Advisors: Turk, Diana B. Committee members: Ma, Jasmine Y.; Babb-Guerra, Annaly.
502 $b Ph.D. $c New York University $d 2025.
520 $a This dissertation contributes a more current and comprehensive understanding of the realities and challenges facing social studies practitioners who are engaging their students in civil discourse and critical thinking around current social and political issues based upon data collected in the months just before the 2024 U.S. Presidential Election. This qualitative case study draws from semi-structured focus group interviews, 1:1 interviews, and a content analysis of curricular materials with eight secondary social studies teachers in public schools of varying demographics and contexts across Tennessee and Florida to learn more about how social studies teachers in states with restrictive laws are making sense of restrictive educational policies and parental rights movements as well as how they are engaging their students in critical thinking and civil discourse. Applying both sensemaking and social constructionist theoretical frameworks, my analysis looked more closely at teacher decision-making and pedagogical choices. Findings showed that although teachers carry different interpretations of facilitating discussions on controversial topics and maneuvering through parental and administrative pressure, they are continually practicing and engaging in resistance and resourcefulness in their own decision-making and pedagogy. I argue first, that teachers wrestled with navigating tensions between subversion and compliance towards increasing laws and oversight, and second, that teachers do their best within their specific contexts to implement pedagogical methods that both push and protect their students in their engagement in civil discourse and critical thinking. This study presents both scholarly and practical implications for social studies teacher preparation, as programs can more effectively equip their preservice teachers with tools to teach in critical and subversive ways, tailored and adapted for specific contexts with varying levels of oversight and pressure.
546 $a English
590 $a School code: 0146
650 4 $a Social sciences education. $3 2144735
650 4 $a Social studies education. $3 3422293
650 4 $a Linguistics. $3 524476
650 4 $a Education. $3 516579
650 4 $a Teacher education. $3 3172312
653 $a Civil discourse
653 $a Controversial issues
653 $a Critical thinking
653 $a Decision-making
653 $a Social constructionism
690 $a 0534
690 $a 0530
690 $a 0515
690 $a 0290
710 2 $a New York University. $b Teaching and Learning. $e degree granting institution. $3 3822785
720 1 $a Turk, Diana B. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-11A.
790 $a 0146
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31847066