Jay M Shuttleworth | Queens College of the City University of New York (original) (raw)

Papers by Jay M Shuttleworth

Routledge eBooks, Jun 13, 2022

Social Studies and the Young Learner, 2020

Teachers College Record, 2019

Context: Elementary teachers will make difficult pedagogical choices when selecting materials to ... more Context: Elementary teachers will make difficult pedagogical choices when selecting materials to support their students' learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study: The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design: This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results: Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers , as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers.

Iowa Journal for the Social Studies, 2022

This study investigated how one social studies teacher utilized Global Citizenship Education (GCE... more This study investigated how one social studies teacher utilized Global Citizenship Education (GCE) in a middle-grades instructional unit about Ancient Rome and Greece. It examined how the teacher implemented instruction analyzing how (un)sustainable living contributed to a city's longevity or demise. Course objectives included how students transferred their learning to current issues facing their community, especially around reusing and transforming an abandoned railway. Findings highlight instruction that elevated "glocal" topics suitable for raising student interests and providing leadership and action-taking opportunities. Implications of the study suggest additional ways to move instruction beyond problematic "doomsday" or "ecophobic" strategies. This study also provides theory-practice connections for how to use a GCE perspective when teaching about local environmental issues.

The city is an ecosystem: Sustainable education, policy, and practice, 2023

Journal of Community Engagement and Scholarship, 2013

This Book Review is brought to you for free and open access by Nighthawks Open Institutional Repo... more This Book Review is brought to you for free and open access by Nighthawks Open Institutional Repository. It has been accepted for inclusion in Journal of Community Engagement and Scholarship by an authorized editor of Nighthawks Open Institutional Repository.

Journal of International Social Studies, 2020

The coronavirus pandemic has presented an opportunity to rethink how social studies education is ... more The coronavirus pandemic has presented an opportunity to rethink how social studies education is framed. Using global citizenship education to teach about the pandemic properly places global health within the purview of all people and builds an onramp for teachers and students to make this kind of theoretical framing a mainstream part of social studies instruction. Drawing on the practice of one experienced secondary social studies teacher, this paper discusses the potential of issues-centered dialogue about the pandemic to narrow the gap between what people know about global health issues and what they do about them.

The Journal of Social Studies Research

Social Education, 2021

The COVID-19 pandemic has been accompanied by a wave of racially motivated intimidation and viole... more The COVID-19 pandemic has been accompanied by a wave of racially motivated intimidation and violence against Asian Americans. The reporting forum Stop AAPI Hate has documented 3,800 incidents of verbal harassment, shunning, physical assault, civil rights violations, and online harassment aimed at Asian Americans between March of 2020 and February of 2021. Similarly, the Pew Research Center found that during this same period, nearly four in ten Asian American adults said they were more likely to be the victims of racism than in the past. 1 However, Asian Americans have long faced hostility in the United States, particularly in times of national panic, and have been treated as perpetual outsiders. In spite of the myriad of experiences that define this diverse community, Asian American history is nearly absent from U.S. history state standards. 2 In the face of a long history of anti-Asian racism, as well as its precarious place in many social studies classrooms, we offer an inquiry-based lesson on photojournalistic activism around Japanese American incarceration. In this article we use the term "incarceration, " rather than the more commonly used "internment" and "relocation. " Scholars have recently argued that internment is a process reserved for prisoners of war and civilian enemy nationals during wartime. The majority of people who fell victim to this policy were American citizens, and therefore from a legal standpoint, their confinement and subsequent loss of property and civil rights does not fall within the definition of internment. 3 This lesson offers students a more nuanced examination than they are likely to read in their textbooks, and it also provides two models for how White allies responded to these massive human rights violations. We also aim to disrupt the notion that Japanese Americans were passive victims of incarceration, a troubling theme across state-level content standards.

Handbook on Social Issues, Second Edition, 2021

Theory & Research in Social Education, 2020

The American media has historically favored conservative critiques when reporting about national ... more The American media has historically favored conservative critiques when reporting about national history exam results. Utilizing the frameworks of critical media studies and collective memory, this mixed methods study analyzes the media responses to the 2014 National Assessment of Educational Progress (NAEP) United States history exam. Findings indicate something we call the "Discourse of (Mis)Construction": a cross-partisan media misconstruction about the results and a construction of knowledge by the National Center for Education Statistics (NCES) by using misleading achievement level terms. Opportunities exist for social studies educators to become better stewards of the field's reputation and credibility by reworking how civic action can address these problems.

Oregon Journal of Social Studies, 2021

This article investigated how an elementary teacher utilized Global Citizenship Education in an i... more This article investigated how an elementary teacher utilized Global Citizenship Education in an instructional unit about communities and sustainable living. Specifically, this study examined how the teacher implemented instruction emphasizing interconnectivity and knowledge of how the Earth's systems compare and interact. Findings suggested that opportunities to practice empathy in concrete and abstract scenarios highlighted the importance of developmentally-appropriate learning for elementary students.

Journal of International Social Studies, 2020

The coronavirus pandemic has presented an opportunity to rethink how social studies education is ... more The coronavirus pandemic has presented an opportunity to rethink how social studies education is framed. Using global citizenship education to teach about the pandemic properly places global health within the purview of all people and builds an onramp for teachers and students to make this kind of theoretical framing a mainstream part of social studies instruction. Drawing on the practice of one experienced secondary social studies teacher, this paper discusses the potential of issues-centered dialogue about the pandemic to narrow the gap between what people know about global health issues and what they do about them.

(Re)Imagining elementary social studies education: A controversial issues reader, 2018

Because of the difficult knowledge associated with it, teaching about American slavery can be cha... more Because of the difficult knowledge associated with it, teaching about American slavery can be challenging, especially with students in grades 4-5. This chapter acknowledges that early childhood historical fiction presents opportunities and problems for learning because of their divergent portrayals of enslaved people. Problematic texts borrowing from the selective tradition or social conscience style of depicting enslaved people should not be used singly in instructional representation. Yet learning opportunities exist for students to critically analyze such texts and challenge their "official knowledge." This chapter models ways for teachers to characterize early childhood, non-fiction texts on enslavement and sets forth a recommended course of instruction for students to critically examine authors' messages. The objective is for young students to recognize and challenge these perspectives and transfer skills to conversations about enslavement and transform those discourses.

Teaching and Teacher Education, 2016

This article reports on the use of videos to address a long-standing problem in preparation for m... more This article reports on the use of videos to address a long-standing problem in preparation for many professions: how to help novices bridge the gap between abstract bodies of professional knowledge and the “craft knowledge” of practitioners. The study focuses on the use of videos of experienced high school teachers to help pre-service teachers to deepen their understanding of key pedagogical strategies in social studies and to apply what they learn in a student teaching seminar to their classroom practice. The findings demonstrate the kinds of scaffolding needed to encourage pre-service teachers to challenge and deepen their initial conceptions.

Journal of Social Studies Education Research, 2018

This qualitative study examined how and under what conditions pre-service social studies teachers... more This qualitative study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study began in 2011 and was situated in a pre-service social studies seminar at a graduate school of education in the United States. Data collection occurred in five different seminars and lasted three years. Afterwards, the authors met intermittently between 2014 and 2016 to establish findings. The study examined pre-service social studies teachers' responses to classes that utilized videotaped instruction of an experienced practitioner's lessons about controversial free speech and terrorism. The following question guided data collection: "How, and under what conditions, do pre-service social studies teachers report transformations to their controversial issues pedagogy when viewing videos of an experienced teacher?" The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of pre-service social studies teachers in five different seminars. Findings emphasized that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher's classroom, a phenomenon we called 'transposing'. Implications of this study identify issues about how to teach for pedagogical transformations in controversial issues instruction.

(Re)Imagining elementary social studies education: A controversial issues reader, 2018

This edited collection illustrates different possibilities for social justice practice in various... more This edited collection illustrates different possibilities for social justice practice in various grade levels, disciplines, and interdisciplinary spaces in P-12 education. Chapters in this unique volume demonstrate teaching with a critical lens, helping students develop critical dispositions, encouraging civic action with students, and teaching about topics inclusive of race, class, gender, and sexuality. Based on empirical research, each contribution is rooted in a critical theoretical framework and characterizes findings from sustained study of pedagogic practice, spanning subject matter from social studies, English Language Arts, music, mathematics, and science. Through this work, both preand in-service teachers as well as teacher educators will be inspired to practice social

Association for Core Texts and Courses, 2017

Social Studies and the Young Learner, 2016

The Social Studies, 2015

Understanding the pressing need for humans to limit their consumption to more supportable levels,... more Understanding the pressing need for humans to limit their consumption to more supportable levels, this study investigated how one social studies teacher taught the social issues associated with a sustainable food supply. This article discusses what the teacher’s curricular, pedagogical, and assessment strategies were in engaging students with dialogical questions about more sustainable consumption. In addition, it offers insights for how such instructional techniques might inform a more personally- responsive approach to teaching about sustainability education.

Routledge eBooks, Jun 13, 2022

Social Studies and the Young Learner, 2020

Teachers College Record, 2019

Context: Elementary teachers will make difficult pedagogical choices when selecting materials to ... more Context: Elementary teachers will make difficult pedagogical choices when selecting materials to support their students' learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study: The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design: This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results: Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers , as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers.

Iowa Journal for the Social Studies, 2022

This study investigated how one social studies teacher utilized Global Citizenship Education (GCE... more This study investigated how one social studies teacher utilized Global Citizenship Education (GCE) in a middle-grades instructional unit about Ancient Rome and Greece. It examined how the teacher implemented instruction analyzing how (un)sustainable living contributed to a city's longevity or demise. Course objectives included how students transferred their learning to current issues facing their community, especially around reusing and transforming an abandoned railway. Findings highlight instruction that elevated "glocal" topics suitable for raising student interests and providing leadership and action-taking opportunities. Implications of the study suggest additional ways to move instruction beyond problematic "doomsday" or "ecophobic" strategies. This study also provides theory-practice connections for how to use a GCE perspective when teaching about local environmental issues.

The city is an ecosystem: Sustainable education, policy, and practice, 2023

Journal of Community Engagement and Scholarship, 2013

This Book Review is brought to you for free and open access by Nighthawks Open Institutional Repo... more This Book Review is brought to you for free and open access by Nighthawks Open Institutional Repository. It has been accepted for inclusion in Journal of Community Engagement and Scholarship by an authorized editor of Nighthawks Open Institutional Repository.

Journal of International Social Studies, 2020

The coronavirus pandemic has presented an opportunity to rethink how social studies education is ... more The coronavirus pandemic has presented an opportunity to rethink how social studies education is framed. Using global citizenship education to teach about the pandemic properly places global health within the purview of all people and builds an onramp for teachers and students to make this kind of theoretical framing a mainstream part of social studies instruction. Drawing on the practice of one experienced secondary social studies teacher, this paper discusses the potential of issues-centered dialogue about the pandemic to narrow the gap between what people know about global health issues and what they do about them.

The Journal of Social Studies Research

Social Education, 2021

The COVID-19 pandemic has been accompanied by a wave of racially motivated intimidation and viole... more The COVID-19 pandemic has been accompanied by a wave of racially motivated intimidation and violence against Asian Americans. The reporting forum Stop AAPI Hate has documented 3,800 incidents of verbal harassment, shunning, physical assault, civil rights violations, and online harassment aimed at Asian Americans between March of 2020 and February of 2021. Similarly, the Pew Research Center found that during this same period, nearly four in ten Asian American adults said they were more likely to be the victims of racism than in the past. 1 However, Asian Americans have long faced hostility in the United States, particularly in times of national panic, and have been treated as perpetual outsiders. In spite of the myriad of experiences that define this diverse community, Asian American history is nearly absent from U.S. history state standards. 2 In the face of a long history of anti-Asian racism, as well as its precarious place in many social studies classrooms, we offer an inquiry-based lesson on photojournalistic activism around Japanese American incarceration. In this article we use the term "incarceration, " rather than the more commonly used "internment" and "relocation. " Scholars have recently argued that internment is a process reserved for prisoners of war and civilian enemy nationals during wartime. The majority of people who fell victim to this policy were American citizens, and therefore from a legal standpoint, their confinement and subsequent loss of property and civil rights does not fall within the definition of internment. 3 This lesson offers students a more nuanced examination than they are likely to read in their textbooks, and it also provides two models for how White allies responded to these massive human rights violations. We also aim to disrupt the notion that Japanese Americans were passive victims of incarceration, a troubling theme across state-level content standards.

Handbook on Social Issues, Second Edition, 2021

Theory & Research in Social Education, 2020

The American media has historically favored conservative critiques when reporting about national ... more The American media has historically favored conservative critiques when reporting about national history exam results. Utilizing the frameworks of critical media studies and collective memory, this mixed methods study analyzes the media responses to the 2014 National Assessment of Educational Progress (NAEP) United States history exam. Findings indicate something we call the "Discourse of (Mis)Construction": a cross-partisan media misconstruction about the results and a construction of knowledge by the National Center for Education Statistics (NCES) by using misleading achievement level terms. Opportunities exist for social studies educators to become better stewards of the field's reputation and credibility by reworking how civic action can address these problems.

Oregon Journal of Social Studies, 2021

This article investigated how an elementary teacher utilized Global Citizenship Education in an i... more This article investigated how an elementary teacher utilized Global Citizenship Education in an instructional unit about communities and sustainable living. Specifically, this study examined how the teacher implemented instruction emphasizing interconnectivity and knowledge of how the Earth's systems compare and interact. Findings suggested that opportunities to practice empathy in concrete and abstract scenarios highlighted the importance of developmentally-appropriate learning for elementary students.

Journal of International Social Studies, 2020

The coronavirus pandemic has presented an opportunity to rethink how social studies education is ... more The coronavirus pandemic has presented an opportunity to rethink how social studies education is framed. Using global citizenship education to teach about the pandemic properly places global health within the purview of all people and builds an onramp for teachers and students to make this kind of theoretical framing a mainstream part of social studies instruction. Drawing on the practice of one experienced secondary social studies teacher, this paper discusses the potential of issues-centered dialogue about the pandemic to narrow the gap between what people know about global health issues and what they do about them.

(Re)Imagining elementary social studies education: A controversial issues reader, 2018

Because of the difficult knowledge associated with it, teaching about American slavery can be cha... more Because of the difficult knowledge associated with it, teaching about American slavery can be challenging, especially with students in grades 4-5. This chapter acknowledges that early childhood historical fiction presents opportunities and problems for learning because of their divergent portrayals of enslaved people. Problematic texts borrowing from the selective tradition or social conscience style of depicting enslaved people should not be used singly in instructional representation. Yet learning opportunities exist for students to critically analyze such texts and challenge their "official knowledge." This chapter models ways for teachers to characterize early childhood, non-fiction texts on enslavement and sets forth a recommended course of instruction for students to critically examine authors' messages. The objective is for young students to recognize and challenge these perspectives and transfer skills to conversations about enslavement and transform those discourses.

Teaching and Teacher Education, 2016

This article reports on the use of videos to address a long-standing problem in preparation for m... more This article reports on the use of videos to address a long-standing problem in preparation for many professions: how to help novices bridge the gap between abstract bodies of professional knowledge and the “craft knowledge” of practitioners. The study focuses on the use of videos of experienced high school teachers to help pre-service teachers to deepen their understanding of key pedagogical strategies in social studies and to apply what they learn in a student teaching seminar to their classroom practice. The findings demonstrate the kinds of scaffolding needed to encourage pre-service teachers to challenge and deepen their initial conceptions.

Journal of Social Studies Education Research, 2018

This qualitative study examined how and under what conditions pre-service social studies teachers... more This qualitative study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study began in 2011 and was situated in a pre-service social studies seminar at a graduate school of education in the United States. Data collection occurred in five different seminars and lasted three years. Afterwards, the authors met intermittently between 2014 and 2016 to establish findings. The study examined pre-service social studies teachers' responses to classes that utilized videotaped instruction of an experienced practitioner's lessons about controversial free speech and terrorism. The following question guided data collection: "How, and under what conditions, do pre-service social studies teachers report transformations to their controversial issues pedagogy when viewing videos of an experienced teacher?" The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of pre-service social studies teachers in five different seminars. Findings emphasized that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher's classroom, a phenomenon we called 'transposing'. Implications of this study identify issues about how to teach for pedagogical transformations in controversial issues instruction.

(Re)Imagining elementary social studies education: A controversial issues reader, 2018

This edited collection illustrates different possibilities for social justice practice in various... more This edited collection illustrates different possibilities for social justice practice in various grade levels, disciplines, and interdisciplinary spaces in P-12 education. Chapters in this unique volume demonstrate teaching with a critical lens, helping students develop critical dispositions, encouraging civic action with students, and teaching about topics inclusive of race, class, gender, and sexuality. Based on empirical research, each contribution is rooted in a critical theoretical framework and characterizes findings from sustained study of pedagogic practice, spanning subject matter from social studies, English Language Arts, music, mathematics, and science. Through this work, both preand in-service teachers as well as teacher educators will be inspired to practice social

Association for Core Texts and Courses, 2017

Social Studies and the Young Learner, 2016

The Social Studies, 2015

Understanding the pressing need for humans to limit their consumption to more supportable levels,... more Understanding the pressing need for humans to limit their consumption to more supportable levels, this study investigated how one social studies teacher taught the social issues associated with a sustainable food supply. This article discusses what the teacher’s curricular, pedagogical, and assessment strategies were in engaging students with dialogical questions about more sustainable consumption. In addition, it offers insights for how such instructional techniques might inform a more personally- responsive approach to teaching about sustainability education.