- I am an assistant professor of social studies education at the University of North Texas in Denton, Texas. I am inter... moreI am an assistant professor of social studies education at the University of North Texas in Denton, Texas. I am interested in citizenship/democratic education, particularly how participatory media (e.g., social media) can help cultivate democratic and authentic learning experiences.edit
Educators utilize videoconferencing services for a variety of purposes in their classrooms, including offering a means to connect and learn with people of different cultures, geographies, and experiences. However, there has been little... more
Educators utilize videoconferencing services for a variety of purposes in their classrooms, including offering a means to connect and learn with people of different cultures, geographies, and experiences. However, there has been little research into how educators use videoconferencing in their classrooms. Drawing on technological pedagogical content knowledge (TPACK) and intercultural pedagogies, we report and analyze findings from a survey of 117 videoconferencing educators. These educators reported possibilities and challenges for using videoconferencing, particularly for intercultural experiences. We offer a framework for videoconferencing in education drawn from the wisdom of videoconferencing educators and
consider implications future teaching and research.
consider implications future teaching and research.
Research Interests:
In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade... more
In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their
teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology.
teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage in social justice work and the choices we make in our research methodology.
In this essay, the authors offer a context for discussions about fake news, democracy, and considerations for media literacy education. Drawing on media ecology and critical media studies, they highlight the longer history of fake news... more
In this essay, the authors offer a context for discussions about fake news, democracy, and considerations for media literacy education. Drawing on media ecology and critical media studies, they highlight the longer history of fake news and how this concept cannot be separated from the media technologies in which cultures grow. They discuss current iterations of this phenomenon alongside the effects of social media and offer a preview of the contents of this special issue on media literacy, democracy, and the challenge of fake news.
The 2016 presidential election was the first since the passage of the 1965 Voting Rights Act in which full voting protections were not in place for historically marginalized voters. This shift was largely due to a 5–4 decision in Shelby... more
The 2016 presidential election was the first since the passage of the 1965 Voting Rights Act in which full voting protections were not in place for historically marginalized voters. This shift was largely due to a 5–4 decision in Shelby v. Holder (2013) in which the Supreme Court ruled that states with a history of voter discrimination no longer needed federal approval to change voting laws. One of the most consequential results of that ruling has been the passage by state legislatures of voter identification (i.e., voter ID) laws that require citizens to present specific types of identification to cast a ballot on Election Day.
This study utilizes public data mining to explore participation divides of all available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts, n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to... more
This study utilizes public data mining to explore participation divides of all
available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts,
n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to
broadcast information on a variety of topics in a unidirectional manner
and that hashtags included a variety of intended purposes, including
affinity spaces, education topics, emotive language, and events. Those
schools in wealthier, more populated areas were more likely to use
Twitter, with wealthy, suburban schools being the most likely to use it
and poor, rural schools being the least likely. Furthermore, factors such
as charter school status and urbanity influenced the content of school
tweets on key issues, with schools in more populated areas tweeting
more about coding and college than schools in less populated areas and
charter schools tweeting more about college and the politicized
educational issue of common core than non-charters. These results
reveal participation differences between schools based upon
demographics and provides a basis for conducting future large-scale
work on publicly available artifacts, such as school tweets, that may be
meaningfully used as education research data.
available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts,
n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to
broadcast information on a variety of topics in a unidirectional manner
and that hashtags included a variety of intended purposes, including
affinity spaces, education topics, emotive language, and events. Those
schools in wealthier, more populated areas were more likely to use
Twitter, with wealthy, suburban schools being the most likely to use it
and poor, rural schools being the least likely. Furthermore, factors such
as charter school status and urbanity influenced the content of school
tweets on key issues, with schools in more populated areas tweeting
more about coding and college than schools in less populated areas and
charter schools tweeting more about college and the politicized
educational issue of common core than non-charters. These results
reveal participation differences between schools based upon
demographics and provides a basis for conducting future large-scale
work on publicly available artifacts, such as school tweets, that may be
meaningfully used as education research data.
Leaders in education are often the sole person in their particular role in a school, and have thus frequently struggled with professional isolation. In recent years, social media tools such as Facebook and Twitter have created new... more
Leaders in education are often the sole person in their particular
role in a school, and have thus frequently struggled with professional
isolation. In recent years, social media tools such as
Facebook and Twitter have created new opportunities for educators,
including instructional leaders, to expand their professional
learning networks (PLN) to include awider array of people,
spaces, and tools. This manuscript presents the findings of a
qualitative study of 400 instructional leaders’ perceptions of
their PLNs. Instructional leaders in our sample included principals,
superintendents, librarians, and technology or curriculum
specialists, coaches, and facilitators. Data were collected from a
convenience sample via an anonymous online survey.
Respondents described diverse, multifaceted networks composed
of people, spaces, and tools. They reported that their
PLNs supported their growth as learners, educators, and leaders.
Participants asserted that their PLN activities positively impacted
their learning and practice in a number of different ways. PLN
impacts were described in terms of particular knowledge and
skills, but also in relation to dispositions and community. We
discuss our findings in relation to the extant literature. These
findings have implications for defining the present and future of
instructional leaders’ professional learning.
role in a school, and have thus frequently struggled with professional
isolation. In recent years, social media tools such as
Facebook and Twitter have created new opportunities for educators,
including instructional leaders, to expand their professional
learning networks (PLN) to include awider array of people,
spaces, and tools. This manuscript presents the findings of a
qualitative study of 400 instructional leaders’ perceptions of
their PLNs. Instructional leaders in our sample included principals,
superintendents, librarians, and technology or curriculum
specialists, coaches, and facilitators. Data were collected from a
convenience sample via an anonymous online survey.
Respondents described diverse, multifaceted networks composed
of people, spaces, and tools. They reported that their
PLNs supported their growth as learners, educators, and leaders.
Participants asserted that their PLN activities positively impacted
their learning and practice in a number of different ways. PLN
impacts were described in terms of particular knowledge and
skills, but also in relation to dispositions and community. We
discuss our findings in relation to the extant literature. These
findings have implications for defining the present and future of
instructional leaders’ professional learning.
Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to offer an illustrative example of the power... more
Teacher activism is increasingly occurring in online spaces, but the implications for educators are unclear. The authors use the recent Oklahoma Teachers Walkout and the active #OklaEd network to offer an illustrative example of the power and fragility of socially networked teacher movements. They offer eight lessons educators may take from the #OklaEd network and the walkout. Mainstream media coverage of the activism of Oklahoma teachers burst on to the scene in April 2018, but that activism has been simmering on social media for years. The rise of social media was initially hailed as a democratizing force that offered a microphone to the masses, but the reality has been more complex. Indeed, Twitter and Facebook offer an outlet to bring marginalized concerns to light and amplify such messages (see #BlackLivesMatter, #MeToo, and #NoDAPL). These same spaces can also be filled with divisiveness, troll armies, and misunderstandings. Teachers' online activities around common affinities seems to offer some lessons for how educators might understand activism in our social media era. Teachers have embraced social media platforms to communicate and learn with colleagues, engage in activism, or even engage in learning activities with students. Almost every U.S. state has an active educational Twitter hashtag that teachers use to communicate, collaborate, and commiserate. Whether it is because of the dire and deteriorating conditions in Oklahoma schools or due merely to a core of energetic educators, #OklaEd stands out among Twitter hashtags, and this was apparent during the recent teacher walkout.
Educators can support strong visions of citizenship by
teaching with and about social media.
teaching with and about social media.
Research Interests:
While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students’ survey data,... more
While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students’ survey data, reflections, and class activities from education courses across three universities to better understand the successes and shortcomings of social media experiences. Shortcomings included defects in course organization and facilitation, mismatches between instructors and students’ expectations or preferred uses, and pre-service teachers’ generally narrow visions of how social media might be leveraged educationally in their future classrooms. Successes of social media uses included positive effects on relationships, benefits from affordances of social media, and intriguing visions for future social media use by several students. We conclude by drawing on John Dewey’s theory of experience to propose a model by which educators might glean insights into ways to foster educative social media experiences.
Research Interests:
Media is changing quickly and teachers must help students analyze, synthesize, and interrogate an array of "texts" from various sources including old and new media. In this article the author proposes a framework for learning about... more
Media is changing quickly and teachers must help students analyze, synthesize, and interrogate an array of "texts" from various sources including old and new media. In this article the author proposes a framework for learning about current events and media through a four part process: democratic decision-making, media appraisal, summarizing and synthesizing a range of media stories, and remixing media coverage into a new story. Particular emphasis is paid to the democratic media literacy skills of transmedia judgment and remixing.
Research Interests:
In this paper, the author reviews the history of the #sschat network, an informal and organic professional development community that emerged on Twitter in 2010 and has grown beyond solely that medium and shifted ever since. The author... more
In this paper, the author reviews the history of the #sschat network, an informal and organic professional development community that emerged on Twitter in 2010 and has grown beyond solely that medium and shifted ever since. The author has served as a co-leader of #sschat since 2012 and therefore tells the #sschat story from an emic perspective. The paper details the rise and evolution of #sschat, responsibilities of co-leaders, efforts of collective resource sharing, organization of face-to-face events, and online network infrastructure. In sharing this history, the author hopes educators and researchers might consider the possibilities and challenges of understanding informal subject-area communities online. He concludes with implications for the field.
Research Interests:
Videoconferencing activities hold particular promise for social studies educators hoping to mediate humanizing experiences that will help students grow as citizens of the world. In this paper, we review literature on videoconferencing for... more
Videoconferencing activities hold particular promise for social studies educators hoping to mediate humanizing experiences that will help students grow as citizens of the world. In this paper, we review literature on videoconferencing for global citizenship education and analyze those efforts towards cosmopolitan citizenship. Through our analysis of scholarly, popular, and practitioner sources, we present three general, and often overlapping, purposes for videoconferencing-intercultural experiences, intercultural projects, and learning about cultures-while providing a variety of examples and options from elementary to higher education. Educators encourage intercultural experiences when the primary purpose for participants' videoconferencing activities is to learn about the people, communities, and cultures with whom they engage. The primary aim of intercultural projects is for participants to utilize videoconferencing to complete some task together. Educators can help students learn about cultures by bringing in people from different countries or cultures to share their expert knowledge or perspectives. We hope educators can glean insights from the videoconferencing cases provided in the text so as to make decision appropriate to their unique students' needs. None of these approaches is necessarily superior to the others, but they may require different time and energy commitments. We also share technology requirements and common problems with videoconferencing. Finally, we conclude with implications for educators and researchers.
Research Interests:
We conducted a 3-year study to determine what could be learned from the efforts of social studies teachers to navigate the current culture of reform and accountability. Data were drawn from 50 in-depth interviews and 425 surveys completed... more
We conducted a 3-year study to determine what could be learned from the efforts of social studies teachers to navigate the current culture of reform and accountability. Data were drawn from 50 in-depth interviews and 425 surveys completed by P–12 teachers throughout the state. We employed critical social theory to frame the study and interpret the findings. Many participants went to great lengths to navigate the culture to meet their students’ needs and to remain consistent with their own professional convictions. In addition to traditional challenges such as shortages of time and lack of resources, our participants faced heavy pressure to raise test scores, standardize their curricula, and adapt their instruction to the wishes of others. These pressures created practical and ethical dilemmas, fueling frustration and despair. However, efforts to navigate the reform–accountability culture also nurtured critical consciousness, collaboration and unity, and potentially transformative action and hope. We analyze our participants’ efforts to cope with their conditions and discuss implications for teachers and others who wish to support and preserve quality public education.
Research Interests:
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of... more
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies educators use Twitter, 303 K-16 self-identified social studies educators were surveyed in this study. Results from respondents suggested that they valued the professional development experiences afforded by the platform, but were less likely to utilize Twitter for communication or class activities. Themes and examples that point to ways social studies educators use Twitter are described to provide insights for educators aiming to use social media professionally. Questions are also raised concerning whether social studies educators have missed opportunities to use social media to connect across racial and cultural boundaries and for civic purposes.
Research Interests:
This paper reviews and reassesses Neil Postman's arguments from his 1992 book, Technopoly: The Surrender of Culture to Technology" after the rise of participatory social media. The author argues that participatory media hold the... more
This paper reviews and reassesses Neil Postman's arguments from his 1992 book, Technopoly: The Surrender of Culture to Technology" after the rise of participatory social media. The author argues that participatory media hold the potential, albeit unrealized, to address many of Postman's concerns.
Research Interests:
Supervision of teacher candidates (TCs) in the field is often teacher-centered, anti-dialogical, and focused on the evaluation of TCs. Observation forms can help guide interactions between TCs and their supervisors. In efforts to promote... more
Supervision of teacher candidates (TCs) in the field is often teacher-centered, anti-dialogical, and focused on the evaluation of TCs. Observation forms can help guide interactions between TCs and their supervisors. In efforts to promote more student-centered supervision, we piloted a new digital form and protocol meant to encourage more complex and reflective dialogue between TCs and supervisors.
Research Interests:
Media is changing quickly and teachers must help students analyze, synthesize, and interrogate an array of "texts" from various sources including old and new media. In this article the author proposes a framework for learning about... more
Media is changing quickly and teachers must help students analyze, synthesize, and interrogate an array of "texts" from various sources including old and new media. In this article the author proposes a framework for learning about current events and media through a four part process: democratic decision-making, media appraisal, summarizing and synthesizing a range of media stories, and remixing media coverage into a new story. Particular emphasis is paid to the democratic media literacy skills of transmedia judgment and remixing.
Research Interests:
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes... more
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes and institutional policies. To better understand the role Twitter plays in education, we conducted a survey of 755 K-16 educators that yielded quantitative and qualitative data concerning how and why the medium is used. Respondents reported intense and multifaceted utilization of the service, with professional development (PD) uses more common than interactions with students or families. Educators valued Twitter’s personalized, immediate nature, and the positive and collaborative community it facilitated. Many cited Twitter’s role in combating various types of isolation and described it as superior to traditional professional development. We finish by discussing implications for educators, researchers, and educational institutions.
Research Interests:
Social media services afford users ways to digitally interact, communicate, and collaborate that were not available just a decade ago. While citizens worldwide use these media for democratic and imaginative purposes, social studies... more
Social media services afford users ways to digitally interact, communicate, and collaborate that were not available just a decade ago. While citizens worldwide use these media for democratic and imaginative purposes, social studies educators, and educators in general, have been slow to explore these technologies that are increasingly a part of the daily lives of K-12 students. Even though many schools still block or filter such sites, some social studies educators have found creative ways to use services like Twitter. We explain how social studies educators can, and have, used the microblogging service Twitter. We then detail an example of a classroom-tested lesson where one of the co-authors utilized the service to craft a dynamic, participatory, and complex lesson that helped his students explore the beliefs of philosophers of the Enlightenment era.
Research Interests:
Did you know that you can access more than 150 free online professional development workshops each week—and you don’t even have to leave the comfort of your home or school to attend them? Learn how to find, participate in, and start your... more
Did you know that you can access more than 150 free online professional development workshops each week—and you don’t even have to leave the comfort of your home or school to attend them? Learn how to find, participate in, and start your own Twitter chats with this easy-to-follow FAQ.
This article explains the basics of Twitter, hashtags, and moderated chats. It will also detail why you should chat, who organizes them, how to participate, what to do if you miss a chat, and how to start one. There are also recommendations for various popular education-related chats that in which to participate.
This article explains the basics of Twitter, hashtags, and moderated chats. It will also detail why you should chat, who organizes them, how to participate, what to do if you miss a chat, and how to start one. There are also recommendations for various popular education-related chats that in which to participate.
Research Interests:
Using symbolic interaction as an interpretive framework, our participatory action research (PAR) project challenged students in Cultural Pluralism, a 2009 graduate level summer course, to wrestle with identity issues pertinent to teaching... more
Using symbolic interaction as an interpretive framework, our participatory action research (PAR) project challenged students in Cultural Pluralism, a 2009 graduate level summer course, to wrestle with identity issues pertinent to teaching in a pluralistic society. Specifically, we wanted to know: What, if any, personal and cultural identity evolutions evidenced an appreciation for the “other;” types of diverse curricula emerged from group collaborations; and re-planning strategies surfaced for the course and its successor the following summer? Our plans, observations, reflections, and actions during the course revolved around monitoring fledgling relationships between various students who were having difficulties communicating with each other, working more effectively with those who had the most trouble with introspection, altering a class lecture midstream when we sensed it fell on deaf ears, supporting students whose written and oral autobiographies caused them angst, and seeking out potential for
social change through a breaking down of rigid, judgemental beliefs. Our end-of-class analysis (reflection) indicated that to varying degrees students came to understand and appreciate that their personal soul searching was inevitably culturally entangled. They also showed a keen ability to craft culturally diverse lessons and interact thoughtfully with course curricula. Yet, the class critiques and written autobiographies indicated that a few students required more one-on-one help with self-reflection, and
remained unclear concerning the symbolic interactionist framework and other identity theories. Our successes and failures led to revamping (planning) parts of the ensuing summer course.
social change through a breaking down of rigid, judgemental beliefs. Our end-of-class analysis (reflection) indicated that to varying degrees students came to understand and appreciate that their personal soul searching was inevitably culturally entangled. They also showed a keen ability to craft culturally diverse lessons and interact thoughtfully with course curricula. Yet, the class critiques and written autobiographies indicated that a few students required more one-on-one help with self-reflection, and
remained unclear concerning the symbolic interactionist framework and other identity theories. Our successes and failures led to revamping (planning) parts of the ensuing summer course.
Research Interests:
Twitter is a social networking and microblogging service created in 2006 that offers users a platform to read and post text messages, called “tweets,” of 140 characters or less.Numerous educators have enlisted a range of social media... more
Twitter is a social networking and microblogging service created in 2006 that offers users a platform to read and post text messages, called “tweets,” of 140 characters or less.Numerous educators have enlisted a range of social media sites to improve their craft, and Twitter has attracted its fair share of enthusiasts. In this article, I will describe two dynamic social studies lessons, concerning Enlightenment era philosophers and the Cuban Missile Crisis, that serve as illustrative examples of how social media, specifically Twitter, might offer more participatory and student-centered educational experiences.
Research Interests:
Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To... more
Traditional, top-down professional development (PD) can render teachers mere implementers of the ideas of others, but there is some hope that the participatory nature of social media such as Twitter might support more grassroots PD. To better understand Twitter’s role in education, we conducted a survey of K–16 educators regarding their use of the microblogging service for professional purposes. Respondents described multifaceted and intense use, with PD activities more common than use with students and families. This paper delves into qualitative data from 494 respondents who described their perspectives on Twitter PD. Educators praised the platform as efficient, accessible and interactive. Twitter was credited with providing opportunities to access novel ideas and stay abreast of education advances and trends, particularly regarding educational technology. Numerous respondents compared Twitter favorably with other PD available to them. Members of our sample also appreciated how Twitter connected them to educators beyond their own schools and districts, with mention of exposure to both like-minded and diverse perspectives. Respondents described positive and collaborative professional activity facilitated by Twitter, and many noted how it helped them combat various forms of isolation. We conclude by discussing implications of the survey results for educators, researchers and policy-makers.
Research Interests:
Chapter 15 in the book "Digital Social Studies" details a qualitative research study with Dr. Krutka and his 20 social studies pre-service teachers to better grasp the benefits and drawbacks using social media in the social studies. The... more
Chapter 15 in the book "Digital Social Studies" details a qualitative research study with Dr. Krutka and his 20 social studies pre-service teachers to better grasp the benefits and drawbacks using social media in the social studies. The chapter provides an overview of Web 2.0 technologies before delving into the study. While results were diverse and varied, class participants agreed that social media served as a catalyst for a participatory culture where the collective intelligence of the group fostered meaningful relationships and learning. This resulted in the blurring of many traditional aspects of education. Implications are also discussed.
Research Interests:
The microblogging service Twitter has played an integral role in protest movements, democratic revolutions, charity fundraising, disaster relief, and has also been adopted by some teachers for professional purposes. In order to better... more
The microblogging service Twitter has played an integral role in protest movements, democratic revolutions, charity fundraising, disaster relief, and has also been adopted by some
teachers for professional purposes. In order to better understand Twitter’s role in education, we conducted a survey of educators regarding their use of the service. This paper delves into the
data from the 109 English teachers who responded to the survey. These educators described frequent and versatile use of Twitter. Respondents provided a variety of examples of uses of
Twitter to communicate with parents and students, as well as specific learning activities that incorporated the service. However, Twitter was most popular among the teachers as a tool for
professional development. The respondents valued how Twitter facilitated resource and idea acquiring and sharing, and also praised the service for providing them a way to connect to other
educators beyond their local schools and districts.
teachers for professional purposes. In order to better understand Twitter’s role in education, we conducted a survey of educators regarding their use of the service. This paper delves into the
data from the 109 English teachers who responded to the survey. These educators described frequent and versatile use of Twitter. Respondents provided a variety of examples of uses of
Twitter to communicate with parents and students, as well as specific learning activities that incorporated the service. However, Twitter was most popular among the teachers as a tool for
professional development. The respondents valued how Twitter facilitated resource and idea acquiring and sharing, and also praised the service for providing them a way to connect to other
educators beyond their local schools and districts.
Research Interests:
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes... more
While the microblogging service Twitter is increasingly popular among educators and offers numerous affordances for learning, its relationship with formal education systems remains complicated by generally ambivalent educator attitudes and institutional policies. To better understand the role Twitter plays in education, we conducted a survey of 755 K–16 educators that yielded quantitative and qualitative data concerning how and why the medium is used. Respondents reported intense and multifaceted utilization of the service, with professional development (PD) uses more common than interactions with students or families. Educators valued Twitter's personalized, immediate nature, and the positive and collaborative community it facilitated. Many cited Twitter's role in combating various types of isolation and described it as superior to traditional professional development. We finish by discussing implications for educators, researchers, and educational institutions.
Research Interests:
Via several in-depth interviews we sought better to understand to what extent the Individual Education Plan (IEP), a written document developed for students with disabilities eligible for special education services, adequately prepared... more
Via several in-depth interviews we sought better to understand to what extent the Individual Education Plan (IEP), a written document developed for students with disabilities eligible for special education services, adequately prepared one girl for major life transitions following high-school graduation.We utilized the ideas of critical theorist Paulo Freire as a lens to illuminate our participant's story.
Research Interests:
Supervision of teacher candidates (TCs) in the field is often teacher-centered, anti-dialogical, and focused on the evaluation of TCs. Observation forms can help guide interactions between TCs and their supervisors. In efforts to promote... more
Supervision of teacher candidates (TCs) in the field is often teacher-centered, anti-dialogical, and focused on the evaluation of TCs. Observation forms can help guide interactions between TCs and their supervisors. In efforts to promote more student-centered supervision, we piloted a new digital form and protocol meant to encourage more complex and reflective dialogue between TCs and supervisors.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
In this chapter, we will consider how historical documentary films about genocide can help students better understand both the medium and the message. We will begin this chapter by detailing pertinent background information concerning... more
In this chapter, we will consider how historical documentary films about genocide can help students better understand both the medium and the message. We will begin this chapter by detailing pertinent background information concerning genocides, the United Nations’ (U.N.) Declaration of Human Rights, and American policies. We highlight literature pertinent to both genocide education and historical documentary films pedagogy. We will then propose a framework for educators who aim to use historical documentary films for genocide education. We will apply this framework to two films that we have used in our own teaching -- America and the Holocaust: Deceit and Indifference (Ostrow, 1994) and Ghosts of Rwanda (Barker, 2004). Finally, we will consider challenges and possibilities for implementing this framework and acting beyond the classroom in ways that will help students and teachers address the immense challenges of 21st-century genocides.