Kevin Magill | Baylor University (original) (raw)

Papers by Kevin Magill

Curriculum and Teaching Dialogue, 2019

Education, Citizenship and Social Justice, Nov 5, 2022

In this critical case study, we examined the ways civic culture developed at an action civics sum... more In this critical case study, we examined the ways civic culture developed at an action civics summer camp and provided implications for civics teaching and learning. Findings highlight how the camp context produced and simultaneously failed to yield a culturally participatory inclusive civic culture. Specifically, we found the emphasis on dialogue, inquiry, and attention to place during the camp experience supported actors in developing positive civic culture exchanges. However, the civic culture that emerged at the camp also included white hetero-normative cultural practices and ideologies which discouraged participation among some students with non-dominant identities. Further, students of all identities did little to engage in civic experiences beyond the camp. We suggest that these shortcomings might be overcome by intentionally designing learning experiences to address these concerns, supporting counselors to understand how to mediate sensitive projects, and demonstrating to students how to perpetually engage with civic concerns.

Advances in higher education and professional development book series, 2020

Mentorship varies based in one's personal experience, understandings of theory related to the... more Mentorship varies based in one's personal experience, understandings of theory related to the field, and the practice of mentorship in a given context. This chapter reviews mentor and protégé experiences over a 20-year timeframe, beginning in high school and continuing through collegiate, credentialing, teaching, graduate school, and doctoral education. The authors maintained a friendship and mentor/protégé relationship from their initial meeting through their current professional collaboration. They argue that mentorship must move beyond traditional ideas commonly associated with the term and instead include authentic experience and intellectual reflection across human ways of being or understanding within a framework of unimpeachable friendship, trust, and respect.

Critical Education, Jan 3, 2021

This paper is a critical case study, which proposes intellectual solidarity as a grounding framew... more This paper is a critical case study, which proposes intellectual solidarity as a grounding framework for education. Our initial assumptions considered the following: first, what are those antagonisms limiting authentic human relationships and social transformation in schooling and society? Second, what are some of the dispositions, pedagogies, and experiences of teachers who identify as critical educators and endeavor to transform those antagonisms with students and community members? As we proceed, we describe what we understand to be the interconnected relationship between schooling, socialization, and alienation. We argue the relationship between intellectualism and solidarity might be understood as an important remedy to the harmful ideologies limiting personal freedoms and especially collective agency. We identify middle class neoliberal whiteness as the prevailing ideological construct limiting work teachers might otherwise conduct, that is education for intellectual solidarity. We further argue teachers might begin by adopting and embodying a critical ontological pedagogical posture to articulate transformational forms of learning. Finally, we acknowledge intellectual solidarity is not a series of practices, but rather an approach; working toward informed collective agency.

Citizenship Teaching and Learning, Mar 1, 2021

Within the discipline of political didactics, differing views exist on political judgement as the... more Within the discipline of political didactics, differing views exist on political judgement as the goal or content of classroom teaching. In this study, political judgement is understood as a competency. It requires situational deliberation and decisionmaking, but must also take into account political values. For this study, 401 upper secondary pupils in years 11-12 were presented with a 45-minute judgement test. The pupils were asked to adopt a personal position on a specific matter in an essay, using argumentative deliberation. As in the lens model of judgement, they were required to adduce and evaluate different aspects under conditions of uncertainty, since no definitive information was available. In the test, five levels were used to assess the 'complexity' of a judgement. All previous tasks had to be solved before a higher level of complexity could be reached. On the basis of the assumed interdependencies of levels (tasks) in a testlet, the test was scaled using a testlet model from item response theory. All the testlets show significantly higher variances than the test as a whole. The test was able to produce a good total variance. The analyses of construct validity by means of fluid intelligence and subject knowledge conform to expectations. The test evaluated with the testlet model indicates that this can be assumed to be a multilevel process. KEYWORDS political judgement political competence political knowledge fluid intelligence decision-making socio-scientific issues critical thinking testlet model Simon Weisseno | Georg Weisseno 8 citizenship teaching & learning research management and methodologies. His collaborative work ranges across European and national agencies, and he has led international events, publishing articles and books on citizenship education. He served from 2002 to 2006 as chair of the

The Journal of Social Studies Research, Apr 1, 2019

Critical pedagogy is an optimistic approach for achieving transformative agency, which remains an... more Critical pedagogy is an optimistic approach for achieving transformative agency, which remains an elusive and vital aspect of civic education. Therefore, the purpose of this study was to examine the pedagogical approach of three critically identifying teachers. Specifically, this study was interested in understanding participant teacher critically civic ontological postures. The posture implies an understanding of the power inherent to civic relation and pedagogy. Participant teachers uniquely demonstrated postures that allowed them to address conceptual, personal, and material aspects of civics education. Participants achieved this first by making clear temporal connections between citizenship and disciplines; second, by incorporating student experiences; and lastly by utilizing a range of instructional approaches to negate traditional civic archetypes. Findings suggest that critical civic ontological postures are dynamic, contextual, and disciplinarily situated. Authentically critically civic ontological postures include developing intellectual solidarity with students and those in educational communities.

Social studies research & practice, Jan 18, 2023

PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be consi... more PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.Design/methodology/approachThe authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.FindingsSocratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.Practical implicationsThe authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.Social implicationsThe authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.Originality/valueThe authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

Advances in educational technologies and instructional design book series, 2019

This chapter examines the work of successful, self-identifying critical social studies teachers w... more This chapter examines the work of successful, self-identifying critical social studies teachers who demonstrated (or a desire to adopt) a humanizing pedagogy and linguistically responsive practice in support of their mainstream English language learning (ELL) students. The author proceeds by outlining some of the challenges ELLs face, some of the linguistic theories in their support, and how social studies disciplinary skills (inquiry and dialogue) can exist as a part of linguistically supportive social studies pedagogy. The teachers in this critical case study successfully incorporated supportive disciplinary, linguistically, and culturally responsive pedagogical approaches to social studies teaching. However, because the teachers had little linguistic training, the author argues they could have benefited from formally incorporating supportive language practices in their everyday pedagogies.

Teaching and Teacher Education, Apr 1, 2023

Journal of Educational Administration and History, Dec 5, 2022

Citizenship, social and economics education, Aug 5, 2020

In this study we examine early career social studies teachers' use and understanding of critical ... more In this study we examine early career social studies teachers' use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students' ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are "critical," rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally simulations can help critical teachers illuminate oppression and facilitate a more humanizing vision within the social studies if they possess critical consciousness, strong pedagogical content knowledge and a command of the method.

Policy Futures in Education, May 16, 2022

In this conceptual article, the authors examine changes to the United States educational ecology ... more In this conceptual article, the authors examine changes to the United States educational ecology during the COVID-19 pandemic. This article draws on contemporary and historical research to critique how K–12 school policies and educational leadership decisions are made amidst a crisis. As schools and districts continue to navigate a shifting educational context, teachers are often left out of the discussion. The authors set out to argue that teachers should be at the center of any plan to move forward and that support for teachers and humanizing approaches to teaching and learning should be at the forefront of any change. Drawing on theories of an educational ecology, the authors investigate how this moment of rapid change might be leveraged, through their exploration of future-oriented educational policies. In doing so, they highlight key areas of the educational ecology with the most potential to (re)humanize teachers' work and support the well-being of students. These include creating policies and systems of preparation and support for historically marginalized groups of teachers, advocating for a more human-centered curriculum, and taking a cautious approach to the presence of technology for instructional and pedagogical purposes. The authors conclude with a call for intellectual solidarity, increases in teacher prestige, and new visions of accountability, ideology, curriculum, and human exchange.

Theory and Research in Social Education, Jan 22, 2020

Advances in higher education and professional development book series, 2019

This chapter is an attempt to personalize online education. Across the writing, the authors use d... more This chapter is an attempt to personalize online education. Across the writing, the authors use discussion boards, a means of inquiry, to offer students a space where shared experiences might foster deeper connections to subject matter. The concern for learning is how to design instruction to encourage critical learning opportunities in online environments for all students. A departure from traditional online delivery of instruction, they considered how to plan teaching to support student critical thinking in the expression of their ideas. Throughout this chapter, they discuss how critical theory/pedagogy informed practice in promoting self-awareness and critical consciousness among students.

Teaching and Teacher Education, Aug 1, 2021

Abstract In this piece, the author examines the reflexive praxis of self-identifying critical Soc... more Abstract In this piece, the author examines the reflexive praxis of self-identifying critical Social Studies teachers. Findings suggest, first, that an intimate relationship exists between a critical Social Studies teacher's identity and their reflexive praxis. Second, that internalized and externalized power relations nuance teacher reflexivity. Third, identity, consciousness, and reflexivity become foundational elements to perceptions of agency and engagements in transformational praxis. The author recommends teacher educators support self-identifying critical Social Studies teachers by jointly navigating the dialectical tensions they face as they enter the profession, engaging with them in critical experiences that expand their perceptions of educational possibility, and considering the possibilities of working within and beyond the social relations of teaching.

Democracy education, 2020

Research literature suggests students need to engage in actual civic experiences; however, in mos... more Research literature suggests students need to engage in actual civic experiences; however, in most cases, teachers feel unwilling or unable to facilitate experiences beyond the formal classroom setting. In this project, we sought to understand the relationship between social studies teachers’ civic ideology, pedagogical approaches, and instructional decisionmaking through their engagement in an action civics camp. The project is part of a more significant effort to help critically minded teachers engage in more activist praxis by moving past the oftenlimiting ideological barriers of the classroom. By activist praxis, we refer to the ways a teacher’s ideology informs pedagogy related to the ways they are able and willing to extend civic engagement into the material and social world. Activist praxis is part of a teacher’s continual engagement in efforts to create the conditions for a more just and equitable public sphere. Submit a response to this article Submit online at democracyedu...

Teachers College Record, Jul 1, 2020

Background/Context: Social studies scholars have suggested that dialogue is vital to helping stud... more Background/Context: Social studies scholars have suggested that dialogue is vital to helping students develop the skills and disposition for becoming engaged civic participants. More critical interpretations of dialogical education would suggest that dialogue can also help students develop critically conscious understandings of the world to help them see, share, and overcome the oppressive power relationships that often order civic life. Purpose/Objective/Research Question/Focus of Study: Our study examined critical social studies teacher engagements in dialogical teaching, looking at what we term the dialogical theory-praxis gap. We claim teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent), and we were curious about how and why some go further-engaging in what we call transformational critical dialogue as part of their civic teaching praxis. Our two research questions were: (1) How do selfidentifying critical social studies teachers use dialogue as part of their critical instructional praxis? (2) What types of critical dialogue do self-identifying critical social studies teachers have with students? Research Design: We conducted a multisite critical case study of two self-identifying critical social studies teachers to explore how dialogue existed as an aspect of their praxis. Conclusions/Recommendations: Our study revealed that both focal teachers used critical historical inquiry as a way to help students develop the foundational knowledge for discussing social studies concepts and to interpret their placement along spatial and temporal axes of existence. Both teachers grounded their dialogical praxis within the sociocultural knowledge that students brought with them to their classrooms. In all contexts, dialogue was unquestionably learner centered, and teachers used critical dialogue to help students engage in society for real-world social justice purposes. We found that participants differed first in their approach to curriculum as it related to the way they understood the purpose of dialogical instruction. Second, critical dialogue as an educational practice/praxis was situated based on real and perceptual instances of power that a teacher experienced. Third, teacher ideology unquestionably informed how dialogue transpired in the classroom.