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Foreword

Special Issue Foreword: Critical Social Studies Teacher Education in Anti-Critical Times

HEATH T. ROBINSON, The University of Texas at Austin

SPECIAL ISSUE: CRITICAL SOCIAL STUDIES TEACHER EDUCATION

It’s Only Right That You Should Play the Way You Feel It”: Examining the Fleeting Emotions of Preservice Teachers’ Navigation of Critical Historical Inquiry

MICHAEL JOSEPH, The University of Texas at Austin

MATHEW BAKER, The University of Texas at Austin

The Fear of Harm: The Challenges Preservice Urban Teachers Have with Historical Perspective Recognition when Discussing Difficult Histories

MATHEW BAKER, The University of Texas at Austin

HEATH T. ROBINSON, The University of Texas at Austin

MICHAEL JOSEPH, The University of Texas at Austin

“The Work of Art is a Scream of Freedom”: The Power of Multimodal Arts and Humanities in Teaching Marginalized Histories

JOANNA BATT, The University of Texas at Austin

MICHAEL JOSEPH, The University of Texas at Austin

Articles

Creating an International Collaborative MOOC on University Social Responsibility

FERNANDO PALACIO, Kyoto University

NIKAN SADEHVANDI, Kyoto University

The Research-Practice Divide Is Not Only an Issue of Communication, but of Values: The Case of Growth Mindset

BRENDAN A. SCHUETZE, The University of Texas at Austin

Current Issue

We are pleased to announce the publication of Volume 10, Issue 1 of the Texas Education Review, featuring a Special Issue on Critical Social Studies Education. The Special Issue examines problems related to anti-critical discourse in educational politics (Robinson); the emotional challenges experienced by critical social studies teachers (Joseph & Baker; Baker, Robinson, & Joseph); and the use of multimodal arts for teaching marginalized histories (Batt & Joseph). The issue also contains two open call articles: an analysis of the process of building a socially responsible Massive Open Online Course (Palacio & Sadehvandi), and an essay that problematizes the popular concept of growth-mindset (Schuetze).