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Most Recent Additions

Solidaristic Perspectives on School Choice and Public Partitioning. A Review of Unsettling Choice: Race, Rights, and the Partitioning of Public Education
Tatiana Geron

Rethinking Civic Education. A Review of Education for Liberal Democracy: Using Classroom Discussion to Build Knowledge and Voice
Jordan Garner, Colton Morton, and Palak Shah

Democratic Education in the Literature Classroom: Integrating Political Literacy and Political Emotions into Agonistic Literary Discussions. A Response to “Agonism in a Classroom Discussion on Strindberg’s Miss Julie”
Baptiste Roucau

Orientation Toward Consensus—The “Safest” Path for Teachers to Choose? A Response to “Agreement and Disagreement in Teachers Talk”
Stine Johansen Utler

Action Civics as a Powerful Tool—Not a Panacea—in the Provision of High-Quality Civic Education. A Response to “The Domino Effect”: How Early Adolescence Describe their Capacity for Civic Engagement"
Daniela Kruel DiGiacomo

Beyond the Human: Democratic Education Through the Ethics of Care and Carriance. A Response to “Reimagining Democratic Education with Care Ethics—Toward Care-full Democratic Education”
Michalinos Zembylas

Exploring the Democratic Challenges and Potential of Alternative Education
Maria Menegaki

Science Education for Democracy and Sustainability: A Transnational Critique of Policy Texts in a Fast-Globalizing Reform Ensemble
Geraldine Mooney Simmie and Sara Tolbert

“You Don’t Have to Tell Them It’s a Lie”: Teaching Social Studies within a Backsliding Democracy
H James Garrett, Mardi Schmeichel, and Christopher H. Clark

“The Domino Effect”: How Early Adolescents Describe Their Capacity for Civic Engagement
Michelle Bauml and Jonathan W. Crocker

Reimagining Democratic Education with Care Ethics—Toward Care-full Democratic Education
Selja Koponen and Tuija Kasa

Being in Community with Children and Engaging Their Full Range of Civic Capabilities. A Response to "Learning to Talk and Listen in Elementary Social Studies: Exploring a Third-Grade Teacher’s Decision to Use Classroom Talk for Community Building"
Katherina A. Payne

The Roles of Productivity, Emotions, and Identities in Classroom Discourse. A Response to "Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues"
Anne-Lise Halvorsen and Thomas (Tomás) Aviles

Toward Discussion Facilitation That Enacts Collective Care. A Response to “Teaching Dobbs Where Divisive Concepts and Abortion Are Restricted”
Jenni Conrad

A Plea for Deliberation in the Classroom. A Response to "Fostering Open-Minded Political Engagement through Online Interscholastic Discussions
Alice Siu

Developing Reliable Epistemic Processes for Civic Life: A Response to “‘Beyond “Yelling at Them’: Exploring the Impact of a Political Simulation in Polarized Times”
Elizabeth C. Reynolds and Sarah McGrew

Learning to Talk and Listen in Elementary Social Studies: Exploring a Third-Grade Teacher’s Decision to Use Classroom Talk for Community Building
Jane C. Lo

Productive Discussion across Political Differences: Understanding Students’ Experiences with Comfort and Discomfort within Structured Discussions of Public Policy Issues
Gregory E. McAvoy, Paula McAvoy, Rachel Waltz, and Emily Grace

Teaching Dobbs Where Divisive Concepts and Abortion Are Restricted: Teacher Learning, Controversial Issues, and Mixed-Reality Technology
Rebecca C. Geller

Fostering Open-Minded Political Engagement through Online Interscholastic Discussions: Toward Reducing Affective Political Polarization
Brett L. M. Levy and Alina Lewis

*Updated as of 10/22/25.