This Virtual Issue will be freely accessible until the 15th of September, 2023.
This special issue of Social Studies Research and Practice brings together a collection of articles that address concerns on global education and pedagogy in primary and secondary schools and teacher education for the 21st century of social studies. The articles highlight the works of authors who are teacher educators/scholars and practitioners within the field of social studies education and global education. The significance of this special issue is underscored by the focus, scope and breadth of its timely topics as the gap in social studies research and practice is addressed.
Guest editorial: Global education and pedagogy in PK-12 schools and teacher education for the 21st century
Ukpokodu, O. (2022), "Guest editorial: Global education and pedagogy in PK-12 schools and teacher education for the 21st century", Social Studies Research and Practice, Vol. 17 No. 1, pp. 1-5. https://doi.org/10.1108/SSRP-05-2022-081
The importance of John Dewey's philosophy for global learning theory and practice
Landorf, H. and Wadley, C. (2022), "The importance of John Dewey's philosophy for global learning theory and practice", Social Studies Research and Practice, Vol. 17 No. 1, pp. 6-18. https://doi.org/10.1108/SSRP-09-2021-0027
Preparing the next generation of global educators: an imperative in teacher education
Cruz, B.C. and Viera, C.M. (2022), "Preparing the next generation of global educators: an imperative in teacher education", Social Studies Research and Practice, Vol. 17 No. 1, pp. 19-29. https://doi.org/10.1108/SSRP-08-2020-0038
Teaching for international mindedness in Chicago Public Schools International Baccalaureate humanities classes
Tocci, C., Ryan, A.M., Ensminger, D.C., Rismiati, C. and Moughania, A.B. (2022), "Teaching for international mindedness in Chicago Public Schools International Baccalaureate humanities classes", Social Studies Research and Practice, Vol. 17 No. 1, pp. 30-49. https://doi.org/10.1108/SSRP-09-2020-0040
Do words matter?: Using inquiry and the politics of naming to promote critical global citizenship education
Johnson, A.P. and Hamblin, T. (2022), "Do words matter?: Using inquiry and the politics of naming to promote critical global citizenship education", Social Studies Research and Practice, Vol. 17 No. 1, pp. 50-63. https://doi.org/10.1108/SSRP-07-2020-0028
“Using what you have” to teach for global citizenship
Christoff, A. (2022), "“Using what you have” to teach for global citizenship", Social Studies Research and Practice, Vol. 17 No. 1, pp. 64-79. https://doi.org/10.1108/SSRP-09-2020-0046
“I had a big bias”: disrupting children's biases, stereotypes through studying cultures
Torres, H.J. (2022), "“I had a big bias”: disrupting children's biases, stereotypes through studying cultures", Social Studies Research and Practice, Vol. 17 No. 1, pp. 80-93. https://doi.org/10.1108/SSRP-09-2020-0042
Integrating global sustainability into social studies teachers' education: a collaborative self-study
Zong, G. (2022), "Integrating global sustainability into social studies teachers' education: a collaborative self-study", Social Studies Research and Practice, Vol. 17 No. 1, pp. 94-113. https://doi.org/10.1108/SSRP-08-2021-0024
Justice-oriented global education within three world history teachers' worldviews and practice
Shatara, H. (2022), "Justice-oriented global education within three world history teachers' worldviews and practice", Social Studies Research and Practice, Vol. 17 No. 1, pp. 114-125. https://doi.org/10.1108/SSRP-06-2020-0027
Tensions with international mindedness: teaching in the international baccalaureate program
Chernoff, K.F. (2022), "Tensions with international mindedness: teaching in the international baccalaureate program", Social Studies Research and Practice, Vol. 17 No. 1, pp. 126-138. https://doi.org/10.1108/SSRP-05-2021-0011