Teaching History SIG Call for Submissions
The Teaching History Special Interest Group is a space within AERA for researchers of history education to examine important topics related to teaching and learning, teacher education, and curriculum development. As defined in our mission statement:
To provide a forum for the presentation, discussion, and encouragement of research on and deliberation about the teaching of history.
We invite you to submit your research at the 2023 Annual Meeting through the Teaching History SIG. We encourage work that is exclusively related to teaching and learning history. It is our hope that a broad range of work will be represented, that includes diverse methodologies, perspectives, and places. Aligning with the 2023 AERA Annual Meeting theme, we encourage submissions that interrogate the role of history education in the pursuit of truth and equity, and co-construct inquiries in solidarity with underrepresented groups in the study of the past. We look forward to receiving your submission and hope to see you in Chicago or via virtual platform!
Read the full SIG Call for Submissions here: TeachingHistorySIG23CallforSubmissions.pdf
We strongly encourage you to send this call for submissions to any graduate students or colleagues who may not be a member of our SIG.
Questions about the submission process? Contact the Teaching History SIG Program Chair: Tadashi Dozono (California State University Channel Islands) at Tadashi.dozono@csuci.edu.
Teaching History
Special Interest Group
PROGRAM
American Educational Research Association Annual Meeting
“Cultivating Equitable Education Systems For the 21st Century”
San Diego, CA | April 21-26, 2022
SIG Business Meeting
Monday, April 25th, 6-7pm PDT
Manchester Grand Hyatt
2nd Level
Harbor Tower
Harbor Ballroom D
Speaker:
Dr. Leilani Sabzalian
Reception to Follow at 7pm
Social Tap San Diego
815 J St. Suite #101
(outdoor patio reserved for SIG)
Sunday, April 24
Paper Session: Teacher Orientations: Praxis and Pedagogies of Critical History Teachers
2:30 pm to 4:00 pm PDT
Location: Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Balboa B
Discussant, Christopher C. Martell, University of Massachusetts Boston
Ambitious Teaching: A Study of Elementary Teachers’ Perspectives on History Content-Based Professional Development and Social Studies Introduction
Katherine Perrotta, Mercer University
Difficult-ish: Amplifying Black Teachers’ Pedagogies to Reimagine What We Mean by Difficult Histories
Brittany Jones, Michigan State University
Exploration of History Teachers’ Expertise in Teaching Historical Thinking
Latife Eda Kuzuca, University of Reading
High School Social Studies Teachers and the Idea of Radical Change
Cathryn van Kessel, University of Alberta
Kennedy Jones, University of Alberta
Ideologies-in-Pieces: Award-Winning History Teachers’ Complex Stances on Race, Racism, Whiteness and Antiracism
Charley Brooks, University of California- Santa Cruz
Monday, April 25
Roundtable Session 14: Complicity, Identity, and Nationalism in History Curriculum
8:00 am to 9:30 am PDT
Location: San Diego Convention Center, Exhibit Hall B
Chair: Eric B. Freedman, The University of Iowa
Discussant: Benjamin M. Jacobs, George Washington University
Keep the Other Distant: Preservice Teachers’ Framing on World History Discussions
Timothy Patterson, Temple University
Jenni Conrad, Temple University
Part of Apart: Framing the Relationship Between the United States and the World
Erin A. Bronstein, Oklahoma State University-Stillwater
Place, Memory, and Historical Injustice: Learning History on an Internment-Era Bus Tour
James Miles, Teachers College, Columbia University
Roundtable Session 14: Curricular Textures: Theory, Reality, and Standards
Chair & Discussant: Cory Wright-Maley, St. Mary’s University
“Technology Inevitably Involves Trade-Offs”: A Study of How Three States’ Social Studies Standards Frame Technology
Daniel G. Krutka, University of North Texas
Scott Alan Metzger, The Pennsylvania State University
Misleading Mandates: The Null Curriculum of Genocide Education
Anna Yonas, University of Virginia
Stephanie van Hover, University of Virginia
“No Humans Involved” Revisited: History Education and Curriculum Through the Lens of Sylvia Wynter
Esther June Kim, William & Mary
Paper Session: Place, Space, and Lessons for Social Justice
2:30 pm to 4:30 pm PDT
Chair: Jesus Tirado, Auburn University
Connecting Past to Present: Building Black and Women’s Historical Consciousness With Timelines in Elementary Grades
Kathryn Crystal Mapps Cirelli, Berkeley Unified School District
Refashioning Destiny: A Critical Examination of a State History Museum’s Highlight Film
Melissa Rojas Williams, The University of Texas at Austin
Joanna Batt, The University of Texas at Austin
Michael Joseph, The University of Texas at Austin
Heath T. Robinson, The University of Texas at Austin
Violence and Abolitionism: Teaching and Learning About John Brown’s Raid
Chara H. Bohan, Georgia State University
LaGarrett Jarriel King, University at Buffalo
Robert Baker, Georgia State University
“People Say We Melded Together But We Didn’t”: Teaching and Learning Critical Place-Based Histories of the Roslyn Cemeteries
Taiko Aoki-Marcial, University of Washington
Lauren Plitkins, University of Washington
Reading the Tulsa Race Massacre: Considering the Role of Text Genre in History Teaching
Emma Bene, Stanford University
The AERA Teaching History SIG confers a Graduate Student Paper Award every two years. The next award will be given at the 2022 Teaching History SIG Business Meeting. We encourage graduate students who presented a paper at Teaching History SIG sessions at the 2021 Annual Meeting or accepted to the 2022 Annual Meeting to be nominated or self-nominate. Please read the below Call for Graduate Student Paper Award Nominees and complete eligibility requirements.
2022 Call for Graduate Student Paper Award Nominees
Questions? E-mail SIG Chair Christopher Martell (University of Massachusetts Boston), christopher.martell@umb.edu.