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Manifesting destiny : Representations of indigenous peoples in k–12 u.S. History standards
(2015)
Vol. 43
Núm. 1
Pág. 68-101
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2 |
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Navigating the Reform–Accountability Culture in Oklahoma Social Studies
(2017)
Vol. 45
Núm. 1
Pág. 7-42
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2 |
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A Dream and a Bus : Black Critical Patriotism in Elementary Social Studies Standards
(2017)
Vol. 45
Núm. 4
Pág. 456-488
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2 |
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Can Students Evaluate Online Sources? Learning From Assessments of Civic Online Reasoning
(2018)
Vol. 46
Núm. 2
Pág. 165-193
|
2 |
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Reconceptualizing Media Literacy in the Social Studies : A Pragmatist Critique of the NCSS Position Statement on Media Literacy
(2012)
Vol. 40
Núm. 4
Pág. 436-455
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2 |
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Teacher political disclosure in contentious times : A “responsibility to speak up” or “fair and balanced”?
(2020)
Vol. 48
Núm. 2
Pág. 182-210
|
1 |
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Weaving a Fabric of World History? An Analysis of U.S. State High School World History Standards
(2010)
Vol. 38
Núm. 3
Pág. 366-394
|
1 |
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Asian Americans in American History : An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards
(2016)
Vol. 44
Núm. 2
Pág. 244-276
|
1 |
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“You excluded us for so long and now you want us to be patriotic?” : African American Women Teachers Navigating the Quandary of Citizenship
(2017)
Vol. 45
Núm. 3
Pág. 318-348
|
1 |
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Swimming in and through whiteness : Antiracism in social studies teacher education
(2020)
Vol. 48
Núm. 3
Pág. 403-430
|
1 |
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Disrupting the Official Curriculum : Cultural Biography and the Curriculum Decision Making of Latino Preservice Teachers
(2010)
Vol. 38
Núm. 3
Pág. 428-463
|
1 |
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The making of global Black anti-citizen/citizenship : Situating BlackCrit in global citizenship research and theory
(2021)
Vol. 49
Núm. 2
Pág. 153-175
|
1 |
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Rights and Obligations in Civic Education: A Content Analysis of the National Standards for Civics and Government
(2001)
Vol. 29
Núm. 1
Pág. 109-128
|
1 |
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We’re Just Ordinary People : Messianic Master Narratives and Black Youths’ Civic Agency
(2016)
Vol. 44
Núm. 2
Pág. 184-211
|
1 |
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A turn to practice : Core practices in social studies teacher education
(2020)
Vol. 48
Núm. 4
Pág. 583-610
|
1 |
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Race and histories : examining culturally relevant teaching in the U. S. history classroom
(2013)
Vol. 41
Núm. 1
Pág. 65-88
|
1 |
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Trump, Kaepernick, and MLK as “maybe citizens” : Early elementary African American males’ analysis of citizenship
(2019)
Vol. 47
Núm. 3
Pág. 374-395
|
1 |
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Revitalizing Critical Discourses in Social Education : Opportunities for a More Complexified (Un)Knowing
(2013)
Vol. 41
Núm. 4
Pág. 476-493
|
1 |
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Critical inquiry in the social studies classroom: Portraits of critical teacher research
(2009)
Vol. 37
Núm. 2
Pág. 156-192
|
1 |
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Slavery, the Civil War Era, and African American Representation in U.S. History : An Analysis of Four States´Academic Standards
(2011)
Vol. 39
Núm. 3
Pág. 393-415
|
1 |
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What Matters Most for Gatekeeping? A Response VanSledright
(2006)
Vol. 34
Núm. 3
Pág. 416-418
|
1 |
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Navigating identity as a controversial issue : One teacher’s disclosure for critical empathic reasoning
(2020)
Vol. 48
Núm. 2
Pág. 211-243
|
1 |
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From Margins to Center : Developing Cultural Citizenship Education Through the Teaching of Asian American History
(2018)
Vol. 46
Núm. 4
Pág. 528-573
|
1 |
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Toward An Aristocracy of Everyone: Policy Study in the High School Curriculum
(1999)
Vol. 27
Núm. 1
Pág. 9-44
|
1 |
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Hearing the Story : Critical Indigenous Curriculum Inquiry and Primary Source Representation in Social Studies Education
(2012)
Vol. 40
Núm. 4
Pág. 339-370
|
1 |
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The tensions between Indigenous sovereignty and multicultural citizenship education : Toward an anticolonial approach to civic
(2019)
Vol. 47
Núm. 3
Pág. 311-346
|
1 |
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Standardizing Indigenous erasure : A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards
(2021)
Vol. 49
Núm. 3
Pág. 321-359
|
1 |
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Thinking Deeply, Thinking Emotionally : How High School Students Make Sense of Evidence
(2018)
Vol. 46
Núm. 2
Pág. 232-276
|
1 |
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From deliberation to counter-narration : Toward a critical pedagogy for democratic citizenship
(2020)
Vol. 48
Núm. 3
Pág. 431-454
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1 |
