"History Education from the Classroom Up: Re-examining Purposes and Values of the Field"

Call for Papers-"History Education from the Classroom Up: Re-examining Purposes and Values of the Field"

Journal: Social Studies Research and Practice

Publisher: Emerald Publishing

Submission Deadline: 01 Jun 2026

Key Requirements:

• Classroom-based empirical studies of hybrid teaching practices

• Socio-political context integration mandatory

• Innovative theoretical/methodological approaches required

Overview

Responds to partisan history education battles (1776 Commission vs. critical scholarship) by examining actual classroom practices rather than normative prescriptions. Moves beyond "New Social Studies"/historical thinking debates to analyze teachers' hybrid constructs reconciling contradictory field purposes amid complex mandates. First issue privileging "messy classroom realities" revealing onto-epistemological values enacted through situated historical practice.

Key Research Themes

Hybrid Practice Analysis:

• Teachers reconciling contradictory history education narratives

• Hybrid construct composition amid mandates/local conditions

Classroom Purposes/Values:

• Enacted values through historical practice design

• Socio-political contexts shaping teaching/learning

Core Constructs in Practice:

• Historical consciousness/civic development/criticality enactment

• Theory-to-practice translation in U.S. classrooms

Submission Instructions

1. Access ScholarOne Manuscripts
2. Register/Login (new users create ScholarOne account)
3. Start New Submission → complete submission wizard
4. CRITICAL: When prompted "Please select the issue you are submitting to" → select "History Education from the Classroom Up" from dropdown
5. Format strictly per Emerald Author Guidelines
6. Originality: Manuscripts not previously published/under consideration elsewhere

Timeline: Opens 01 Sep 2025 | Closes 01 Jun 2026

Guest Editor Team

Loyola University Chicago, School of Education, USA:

• Dr. Ava Jackson, PhD, Assistant Professor (ajackson29@luc.edu)

• Dr. Charles Tocci, EdD, Associate Professor (ctocci@luc.edu)

Why This Issue Matters

History education partisanship crisis demands classroom-grounded evidence beyond ideological battles. 95% curriculum mandates never faithfully implemented due to teacher agency/context reveals hidden value systems shaping historical consciousness. Essential for post-1776 Commission reality theorizing hybrid practice ontologies responsive to socio-political flux. Informs teacher education redesign privileging enacted purposes over prescribed constructs.

ServiceSetu Academics — Premier Platform for Academic Opportunities & Research Collaboration

Visit official website of the publisher