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Self-Study in Social Studies Education

Where Do We Go from Here?

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2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

In this chapter we present a review of self-study research with a social studies education connection. We reviewed 60 published works in 2 phases of analysis. First, we read the literature through an open interpretive approach looking for patterns and themes that could provide insights into the body of research as a whole. We then reviewed the literature through two frames – the notion of transformation and the construct of teaching for democracy. Initially we found that the body of social studies-situated self-studies included (1) a strong presence of scholars and publishing outlets located in the United States; (2) few studies that provide a rich and robust connection of the study to both social studies education and self-study; (3) studies providing insight into the complex and nuanced innerworkings of the social studies education endeavor; (4) a trend toward collaborations with science education scholars; (5) a variety of ways that individuals engaged in self-study; and (6) included a variety of ways to collaborate. We also found evidence of a focus on teaching for transformation and democratic living. We provide three recommendations: (1) that social studies focused self-studies be situated more strongly in social studies education literature, (2) that we expand the questions that social studies focused self-study scholars ask, and (3) that the field engage in conversations about what qualities should be seen in social studies focused self-study.

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Authors and Affiliations

  1. College of Education, Health and Human Services, Kent State University, Kent, OH, USA

    Alicia R. Crowe & Michael Levicky

  2. The University of Maine, Orono, ME, USA

    Evan Mooney

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  1. Alicia R. Crowe
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  2. Michael Levicky
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  3. Evan Mooney
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Correspondence to Alicia R. Crowe .

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Editors and Affiliations

  1. Faculty of Education, Brock University, Hamilton, ON, Canada

    Julian Kitchen

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Shawn Michael Bullock

  4. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  7. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, Canada

    Lynn Thomas

Section Editor information

  1. College of Education, Health and Human Services, Kent State University, Kent, Ohio, USA

    Alicia R Crowe

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© 2020 Springer Nature Singapore Pte Ltd.

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Crowe, A.R., Levicky, M., Mooney, E. (2020). Self-Study in Social Studies Education. In: Kitchen, J., et al. 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_32-1

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  • DOI: https://doi.org/10.1007/978-981-13-1710-1_32-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1710-1

  • Online ISBN: 978-981-13-1710-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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