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Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue


by Kevin Russel Magill & Brooke Blevins - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. -
https://www.tcrecord.org ID Number: 23325, Date Accessed: 9/25/2020 12:49:13 AM
 
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About the Author
  • Kevin Magill
    Baylor University
    E-mail Author
    KEVIN RUSSEL MAGILL, Ph.D., is an Assistant Professor of secondary and social studies education at Baylor University. He is particularly interested in how social studies teachers understand the relationship between teaching and civics and how internalized ontologies and ideologies inform their pedagogical practices. His most recent scholarly works include “The Primacy of Relation: Social Studies Teachers and the Praxis of Critical Pedagogy” and “Critically Civic Teacher Perception, Posture and Pedagogy: Negating Civic Archetypes.” He is coeditor of Imagining Education: Beyond the Logic of Global Neoliberal Capitalism and Taking Sides: American History Vol. 1 & Vol. 2.
  • Brooke Blevins
    Baylor University
    E-mail Author
    BROOKE BLEVINS is an associate professor of secondary and social studies education at Baylor University. Dr. Blevins’s research focuses on social studies education as a means to prepare active and engaged citizens. In her work, Dr. Blevins examines how to prepare teachers to develop both political clarity and pedagogical content knowledge that encourages them to engage in transformational-based and humanizing social studies education. In addition, Dr. Blevins is also interested in how to educate and empower young people to become active civic participants through participation in action civics and digital technologies. Dr. Blevins’s work has been published in journals such as Theory and Research in Social Education, Social Studies Research and Practice, The Social Studies, Multicultural Perspectives, The Teacher Educator, and the Journal of Social Studies Research.
 
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