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Theory and Research in Social Education

Call for Submissions:
Special Issue of Theory and Research in Social Education: Histories of Social Studies Thought and Practice in Schools and Communities
Guest Editor: Christine Woyshner

Theory and Research in Social Education welcomes manuscripts on the history of social studies for a special issue titled “Histories of Social Studies Thought and Practice in Schools and Communities.”  Given that much of the historiography of social studies has emphasized a top-down view and has overwhelmingly focused on national-level committee curriculum reports, professional associations, and the biographies of university professors and influential social educators, this issue will focus on local-level efforts in social studies in the twentieth century. Local settings will be defined broadly to include individual schools or communities, but could also mean several communities or even state-wide interpretations of social studies’ thought and practice.  In particular, the issue will focus on topics, settings, groups, and individuals that have been understudied and which have the potential to elicit more nuanced understandings of the impact and influence of national-level leaders and curricular prescriptions. 

Contributors are encouraged to consider the following questions of their topic, setting, group, and/or individual:
-How did various teachers, community members, and/or other constituents view the social studies (including history, geography, global/international studies and social sciences) curriculum?
-How did they seek to shape it to their needs and specific locales or contexts?
-What different points of view did they bring to the definitions, curriculum, and/or teaching of social studies?

Manuscripts on social studies’ history, as well as the history of more specific subjects, such as civic, character, or history education, will be considered. International/comparative perspectives and analyses are encouraged. Also of interest would be research of the elementary level and of lower-socioeconomic students.  Additional topics might include, but are not limited to, the role of citizens and volunteers in shaping local curricular and educational contexts; the ways that schools and communities linked social studies curriculum to their particular needs; and how and whether historical actors brought different points of view to social studies thought and practice and what impact this had.  It is understood that manuscript submissions could potentially analyze intended curriculum and teaching instead of what actually transpired in classrooms. 

Manuscripts will undergo a blind review in order to be accepted for this special issue and will be considered with the understanding that they are original material and are not being considered for publication elsewhere.  Manuscripts must be received by March 1, 2009 for consideration in the special issue, tentatively planned for Winter or Spring 2010.  For questions and information, please contact Christine Woyshner, Associate Professor of Education, Temple University, at This e-mail address is being protected from spambots. You need JavaScript enabled to view it or 215-204-6147. 

Authors should send two paper copies (plus a Word version of the manuscript by email) to the editor, and indicate that the manuscript should be considered for the special issue.
Patricia G. Avery, Editor, Theory and Research in Social Education
168 Peik Hall, 159 Pillsbury Drive, SE
University of Minnesota, Minneapolis, MN 55455, USA
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it


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