Social Studies Teacher Education: Critical Issues and Current Perspectives

A Volume in:

Research in Social Education

Series Editors

Brad Maguth
Merry Merryfield

Research in Social Education

Series Editors

Brad Maguth
The University of Akron

Merry Merryfield
The Ohio State University

Repensar la Educación para un Mundo Global y Transcultural (2016)
Encarna Soriano

Research in Global Citizenship Education (2015)
Jason Harshman, Tami Augustine, Merry M. Merryfield

Rethinking Education for a Global, Transcultural World (2015)
Encarna Soriano

New Directions in Social Education Research:
The Influence of Technology and Globalization on the Lives of Students (2013)
Brad M. Maguth

Creating Socially Responsible Citizens: Cases from the Asia-Pacific Region (2012)
John J. Cogan, David L. Grossman

Critical Global Perspectives: Rethinking Knowledge about Global Societies (2010)
Binaya Subedi

Social Education in Asia: Critical Issues and Multiple Perspectives (2007)
David L. Grossman, Joe Tin-Yau Lo

Critical Issues in Social Studies Teacher Education (2006)
Susan Adler

Research Methods in Social Studies Education:
Contemporary Issues and Perspectives (2006)
Keith C. Barton

Critical Race Theory Perspectives on the Social Studies:
The Profession, Policies, and Curriculum (2003)
Gloria Ladson-Billings

Education for Democracy: Contexts, Curricula, Assessments (2002)
Walter C. Parker

Critical Issues in Social Studies Research for the 21st Century (2001)
William B. Stanley

Social Studies Teacher Education: Critical Issues and Current Perspectives

Edited by

Christopher C. Martell

INFORMATION AGE PUBLISHING, INC.
Charlotte, NC • www.infoagepub.com

Copyright © 2018 Information Age Publishing Inc.

All rights reserved. No part of this publication may be reproduced, stored in a

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from the publisher.

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

The CIP data for this book can be found on the Library of Congress website (loc.gov).

Paperback: 978-1-64113-046-2

Hardcover: 978-1-64113-047-9

E-Book: 978-1-64113-048-6

Contents

Review Board vii

Acknowledgements viii

1. Introduction: Social Studies Teacher Education: Problems and Possibilities 1

Christopher C. Martell

2. Critical Social Studies Knowledge and Practice: Preparing Social Justice Oriented Social Studies
Teachers in the Trump Era 17

Lisa Sibbett and Wayne Au

3. Preparing Social Studies Teachers for the Challenges
and Opportunities of Disciplinary Literacy Instruction in a
Changing World 47

Tamara L. Shreiner

4. Transforming Social Studies Teacher Education for Global Citizenship Education 77

Mark C. Baildon and Theresa Alviar-Martin

5. When Keeping It Real Goes Wrong: Race Talk, Racial Blunders, and Redemption 101

Ashley N. Woodson and Kristen E. Duncan

6. Toward a Gender Inclusive Vision for Powerful and Authentic Social Studies 113

Kathryn E. Engebretson

7. Where Is the Queerness in Social Studies Teacher Education? 133

J. B. Mayo, Jr.

8. Immigration and Social Studies Teacher Education 151

Jeremy Hilburn

9. Critical Considerations in Teaching About the Muslim-Other in Social Studies Teacher Education 175

Natasha Hakimali Merchant

10. Ending the Silence About the Earth in Social Studies Teacher Education 193

Mark T. Kissling, Jonathan T. Bell,
Ana Carolina Díaz Beltrán, and Jennifer Lane Myler

11. Epilogue: Social Studies Teacher Education:
Future Directions 221

Christopher C. Martell

Author Biographies 233

REVIEW BOARD

It is with great appreciation that I acknowledge the following scholars who served as reviewers for Social Studies Teacher Education: Critical Issues and Current Perspectives. All chapters included in this volume underwent a process of double-blind peer review.

Theresa Alviar-Martin
The Hong Kong Institute of Education

Wayne Au
University of Washington, Bothell

Mark C. Baildon
National Institute of Education, Singapore

Keith C. Barton
Indiana University

Jonathan T. Bell
Penn State University

Antonio J. Castro
University of Missouri

Margaret Crocco
Michigan State University

Alexander Cuenca
St. Louis University

Ana Carolina Díaz Beltrán
Penn State University

Kristen E. Duncan
Texas State University

Ross Dunn
San Diego State University

Kathryn E. Engebretson
Indiana University

William Gaudelli
Teachers College, Columbia University

Anne-Lise Halvorsen
Michigan State University

Jeremy Hilburn
University of North Carolina—Wilmington

Neil Houser
University of Oklahoma

Ashley Taylor Jaffee
George Mason University

Mark T. Kissling
Penn State University

Robert Martinelle
Boston University

J.B. Mayo, Jr.
University of Minnesota

Natasha Hakimali Merchant
University of North Georgia

Jennifer Lane Myler
Penn State University

Peter Nelson
Michigan State University

E. Wayne Ross
University of British Columbia

Tamara L. Shreiner
Grand Valley State University

Lisa Sibbett
University of Washington, Seattle

Stephen J. Thornton
University of South Florida

Ashley N. Woodson
University of Missouri—Columbia

ACKNOWLEDGEMENTS

I would like to thank and acknowledge the love and support of my wife Erin Hashimoto Martell and my daughters Ayumi and Emiko, whose support made this volume possible.

I would also like to thank the chapter authors who spent countless hours on their chapters helping us push social studies teacher education forward. You make me hopeful for the future of our field and democracy.

Christopher C. Martell
May, 2017

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