(Re)Envisioning Social Studies Education Research

Current Epistemological and Methodological Expansions, Deconstructions, and Creations

Edited by:
Sarah A. Mathews, Florida International University

A volume in the series: Research in Social Education. Editor(s): Brad M. Maguth, The University of Akron.

In Press 2024

This edited book is a continuation of Keith Barton’s Research Methods in Social Studies Education (2006), one of the most popular texts in the Information Age’s Research in Social Education series. (Re)Envisioning Social Studies Education Research: Current Epistemological and Methodological Expansions, Deconstructions, and Creations explores research in social studies education over the 15 years since. Chapters offer insight into how researchers use different epistemological frameworks and non-traditional or emergent methods to advance social studies scholarship.

The book is organized into two sections: (1) methodology as epistemological stretches, revisions, and/or entanglements; and (2) emergent and non-traditional methods in social studies research and practice. Authors pull on diverse and emerging theoretical frameworks, review recently published research, and highlight their own experiences with inquiry in the field. This text serves as a platform to explore the processes and products of diverse research decisions to engage the field in broader conversations that can rethink, expand, and disrupt social studies education research. The intention is also to honor and center epistemological frameworks that have been marginalized in previous scholarship. This text can serve as an entry point for graduate students and novice scholars, while also helping seasoned researchers seek opportunities to expand their own work or mentor students.

Foreword, Keith C. Barton. Introduction: (Re)Envisioning Social Studies Education Research For Current Times, Sarah A. Mathews. SECTION I: METHODOLOGY AS EPSITEMOLOGICAL STRETCHES, REVISIONS, AND/OR ENTANGLEMENTS. We’ve Only Just Begun: Race in Social Studies Education Research, Kristen E. Duncan and Brandon Beck. Confronting Indigenous Stereotypes in Social Studies: A Collaborative Autoethnography, Alex RedCorn, Carrie Whitlow, and Craig M. McGill. Activist Research in Social Studies Education: Renewed Scholarship for a Better World, Denisha Jones. Making Quant Critical: Centralizing Critical Theories in Quantitative Social Studies Research, Ryan T. Knowles, Andrea M. Hawkman, and Mario I. Suárez. (Im)Possibilities and (In)Stabilities of Post-Qualitative Inquiry* in Social Studies Education, Rebecca C. Christ and Bretton A. Varga. SECTION II: EMERGENT AND NON-TRADITIONAL METHODS IN SOCIAL STUDIES RESEARCH AND PRACTICE. Photomethodology in Social Studies Education, Patricia Boatwright. Ethnography, the Self, and the Image: Rethinking How We Use the Tools of Anthropology in Educational Research, Michael L. Boucher, Jr. Autoethnography: A Methodology for Disrupting Social Studies Status Quos, Alex RedCorn and Craig M. McGill. Podcasting and Pre-Service Teacher Learning: A Self-Study of the Tensions of Podcast Pedagogy, Ryan Cowden and Alexander Cuenca. Beyond Tokenization and Performance: Youth Activist Visions for Youth-Centered Research, Layla Farhan, Simone Moulton, and Aleks (AL) Liou. Analytical Processes and Possibilities in Social Studies Research, Christopher H. Clark and Sarah A. Mathews. About the Contributors.