The History Teacher
Volume 56, No. 3
Front Matter | Back Matter
THE CRAFT OF TEACHING
Teaching for and about Social Justice
Teaching for and about Social Justice
by Jane Dabel, Elisa Herrera, and Eileen Luhr
"Common Sense" and Issues of Social Justice in History Education
by Kay Traille
Teaching Movements in History: Understanding Collective Action, Intersectionality, and
Justice in the Past
by Christopher C. Martell and Kaylene M. Stevens
"I Can Learn from the Past": Making the History of Higher Education Relevant through
Social Justice Education Pedagogy
by D. Chase J. Catalano, Kelly Schrum, Erin Fay, and Sophia Abbot
Reclaiming Narratives Through Culturally Sustaining Teaching: Women of Color, Historical Significance, and the Civil Rights Era
by Jocelyn Isabel Aguilera
"These 'Hero' Figures Were Not Alone": Dismantling Heroification with Primary Sources
by Abigail Stebbins and Kate Van Haren
Teaching and Learning LGBTQ+ Histories of the United States in Your Classroom
by Michael Kokozos
Full Reviews Section
Bruce, Emily C. Revolutions at Home: The Origin of Modern Childhood and the German Middle Class
by James C. Albisetti
Cilli, Adam Lee. Canaan, Dim and Far: Black Reformers and the Pursuit of Citizenship in Pittsburgh, 1915-1945
by Robert Cassanello
Cohen, Jason E., Sharon D. Raynor, and Dwayne A. Mack, eds. Teaching Race in Perilous Times
by ZoŽ Burkholder
Dunning, Arthur N. Unreconciled: Race, History, and Higher Education in the Deep South
by Deidre B. Flowers
Moneyhon, Carl H. The Union League and Biracial Politics in Reconstruction Texas
by Jason McDonald
Mouradian, Khatchig. The Resistance Network: The Armenian Genocide and Humanitarianism in Ottoman Syria, 1915-1918
by Michelle Tusan
Simeone, James. The Saints and the State: The Mormon Troubles in Illinois
by Matthew L. Harris
Reardon, Erik. Managing the River Commons: Fishing and New England's Rural Economy
by Strother E. Roberts
Weller, Theresa L. The Founding Mothers of Mackinac Island: The Agatha Biddle Band of 1870
by Katrina M. Phillips
IN EVERY ISSUE
315 Contributors to The History Teacher
468 The History of The History Teacher
469 Questionnaire for Potential Reviewers
470 Membership/Subscription Information
472 Submission Guidelines for The History Teacher
ADVERTISERS IN THIS ISSUE
Cover 2 Society for History Education: The History Teacher
342 Association for Asian Studies: Asia Shorts
414 Society for History Education: Endless Possibilities
452 Society for History Education: The AHA Gilbert Awards
467 Society for History Education: Honoring Gary B. Nash
Cover 3 Society for History Education: THT Journal Archives
Sophia Abbot is a doctoral student in Higher Education at George Mason University and a graduate assistant for Anti-Racist and Inclusive Teaching in the Stearns Center for Teaching and Learning.
Her work focuses on the scholarship of teaching and learning, pedagogical partnership, inclusion and equity in college teaching, and educational development. She currently serves at the co-chair of International Society for the Scholarship of Teaching and Learningís Student Engagement and Co-Inquiry interest group.
Jocelyn Isabel Aguilera is an activist, educator, and musician from South Central, Los Angeles. She is a Teacher of U.S. History at her alma mater, John C. Fremont High School, and a Lecturer in the College of Education at California State University, Long Beach. She received her M.A. in History from CSULB and is a doctoral candidate at the University of Southern California, focusing on History Education in an Urban Setting. Her research and activism revolve around cultural forms as a method of resistance.
D. Chase J. Catalano is an Assistant Professor of Higher Education at Virginia Tech. He earned his Ed.D. in Social Justice Education from the University of Massachusetts Amherst. His research focuses on social justice education in the context of colleges and universities, as well as queer and trans issues.
Erin Fay is a doctoral student at George Mason University's College of Education and Human Development. She received a Bachelor's degree in English from the University of Virginia and a Master's degree in Higher Education and Student Development from George Mason University. Her interests include critical pedagogy and research, investigating how belonging, self-efficacy, and agency are experienced by historically underserved students in higher education spaces.
Michael Kokozos (Ph.D., University of Pennsylvania) is an Associate Director at UPenn and a Lecturer at NC State University. His research focuses on creating inclusive learning environments and empowering youth. Kokozos supports educators in implementing equity-based approaches and has collaborated on initiatives such as NC State's #PassTheMicYouth and The New York Times Teaching Project to promote student belonging.
Christopher C. Martell is an Associate Professor of Social Studies Education at the University of Massachusetts Boston. Formerly a Teacher of high school social studies for eleven years, he is also
the co-author (with Kaylene M. Stevens) of Teaching History for Justice: Centering Activism in Studentsí Study of the Past and editor of Social Studies Teacher Education: Critical Issues and
Kelly Schrum (Ph.D., Johns Hopkins University) is a Professor in the Higher Education Program at George Mason University. Her work focuses on the scholarship of teaching and learning (SoTL), digital humanities, history education, and teaching and learning in the digital age. She is the coeditor for Teaching and Learning Inquiry, the journal for the International Society for the Scholarship of Teaching and Learning (ISSOTL).
Abigail Stebbins is a doctoral candidate at The Pennsylvania State University, studying Curriculum and Instruction with an emphasis in Elementary Social Studies Education. She earned her M.Ed. from Kent State University and B.A. from The College of Wooster. Prior to pursuing her Ph.D., Stebbins was a second-grade teacher in Ohio.
Kaylene M. Stevens is a Lecturer and Program Director for the Social Studies Education Program at Boston University. Previously a Teacher and Social Studies Department Chair at Framingham High School for fourteen years, she co-ran the teacher program and spearheaded several initiatives to decolonize the curriculum and create more representation in Advanced Placement classes.
Kay Traille (Ph.D., University of London's Institute of Education) is a Professor of History Education and History at Kennesaw State University. She has taught history at the secondary school and university levels in the United Kingdom and the United States. Her research focuses on equity in history education. She is the author of two books, Hearing Their Voices: Teaching History to Students of Color and Teaching History to Black Students in the United Kingdom.
Kate Van Haren is a doctoral student at The Pennsylvania State University, studying curriculum and instruction. She also has her M.Ed. from Penn State. Van Haren has taught elementary social studies and literacy at the elementary level for twelve years. She has served on various teaching advisory councils, designed curriculum materials for multiple organizations, and published in several journals, including Social Studies and the Young Learner and Annals of Social Studies Education Research for Teachers.