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Shear, S.B. (Accepted). For the future: Uprooting settler colonialism and the teaching of “democracy” in the midst of heartbreak and hope. In C.H. Clark & C. van Kessel (Eds.), Teach democracy now. Teachers College Press. 

Shear, S.B. (In press). Foreword: On hauntings, tarot, and the (im)possibilities of mercy. In B. Varga (Ed.), Hauntological social studies: More-than-human deviances, imbrications, and proliferations of possibility. Springer. 

Shear, S.B. & Hawkman, A.M. (2025). More than (just) something to eat: Reflections on how food invites shared learning and renewed commitments to justice. In T.J. Brewer & C. Hayes (Eds.), Food stories: Navigating the academy with cultural lessons from the kitchen (pp. 197-208). Myers Education Press.

Shear, S.B. (2024). Witnessing scar(ring)s: Settler colonial theory for socials studies education research. In B. Varga & E. Adams (Eds.), The theory-story reader for social studies (pp. 178-185). Teachers College Press.

Shear, S.B. (2024). “More than a cup of coffee”: Co-thinking about settler scholar responsibilities before-during-after curriculum scholarship with/in Indigenous communities. In C. Stanton, B. Hall, & C. Benally (Eds.), Relational scholarship with Indigenous communities: Confronting settler colonial social studies (pp. 45-61). Information Age Publishing.

Shear, S.B. & Sabzalian, L. (2024). Settler social studies: On disappointment and hope for the future. In E.W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities (5^th Edition) (pp. 179-206). State University of New York Press.

Shear, S.B. (2023). (In)separable: Social studies with/out the human. In B.A. Varga, T. Monreal, & R.C. Christ, (Eds.). Be(com)ing strange(r): Towards a posthuman social studies (pp. 136-138). Teachers College Press.

Turtle Island Social Studies Collective. (2022). The future of social studies is Indigenous. In A.E. Vickery & N.N. Rodriguez (Eds.), Critical race theory and social studies futures: From the nightmare of racial realism to dreaming out loud (pp. 153-163). Teachers College Press.

Turtle Island Social Studies Collective. (2022). Insurgence must be Red: Connecting Indigenous studies and social studies education for anticolonial praxis. In S.B. Shear, N.H. Merchant., & W. Au (Eds.), Insurgent social studies: Scholar-educators disrupting erasure & marginality (pp. 9-30). Myers Education Press.

Merchant, N.H., Shear, S.B., & Au, W. (2022). We won’t wait any longer: An introduction and invitation to insurgency for social studies. In N.H. Merchant., Shear, S.B., & W. Au (Eds.), Insurgent social studies: Scholar-educators disrupting erasure & marginality (pp. 1-8). Myers Education Press.

Schupman, E.J., Cassady, J.C., Shear, S.B., Martin, L.E., & Rincon, K.R. (2022). Overcoming invisibility: The systemic need to recognize Indigenous people in educational spaces. In F. English (Ed.), The Palgrave handbook of educational leadership and management discourse (pp. 1-19). Palgrave Macmillan.

Calderon, F., Tanner, S., Shear, S.B., & Cramer, A.M. (2021). Knowing differently/teaching differently: Transforming a teacher education program. In Z. Kinkhead-Clark & K.A. Escayg (Eds.), Reconceptualizing quality early childhood education, care, and development: Understanding the child and community (pp. 161-180). Palgrave Macmillan.

Hawkman, A. M. & Shear, S. B. (2020). Taking responsibility, doing the work: An introduction to Marking the “Invisible.” In A. M. Hawkman & S. B. Shear (Eds). Marking the “invisible”: Articulating whiteness in social studies education (pp. xxv-xxxvi). Information Age Publishing.

Shear, S. B. & Hawkman, A. M. (2020). Committing forward: In lieu of an epilogue. In A. M. Hawkman & S. B. Shear (Eds). Marking the “invisible”: Articulating whiteness in social studies education (pp. 735-738). Information Age Publishing.

Shear, S.B., & Stanton, C.R. (2018). Indigenous. In D.G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), Keywords in social studies education (pp. 3-16). Peter Lang Publishing.

Sabzalian, L., & Shear, S.B. (2018). Confronting colonial blindness in civics education: Recognizing colonization, self-determination, and sovereignty as core knowledge for elementary social studies teacher education. In S.B. Shear, C. Tschida, E. Bellows, L.B. Buchanan, & E. Saylor (Eds.), (Re)Imagining elementary social studies: A controversial issues reader (pp. 153-176). Information Age Publishing.

Shear, S.B., Tschida, C., Bellows, E., Brown Buchanan, L., & Saylor, E. (2018). Elementary social studies as sites of resistance: A letter from the editors. In S.B. Shear, C. Tschida, E. Bellows, L.B. Buchanan, & E. Saylor (Eds.), (Re)Imagining elementary social studies: A controversial issues reader (pp. xv-xxx). Information Age Publishing.

Shear, S.B. (2017). Foreword. In P. Chandler & T. Hawley (Eds.), Race lessons: Using inquiry to teach about race in social studies(pp. ix-xii). Information Age Publishing.

Shear, S.B. (2017). Settler schooling: A TribalCrit approach to teaching boarding school histories in elementary social studies. In P. Chandler & T. Hawley (Eds.), Race lessons: Using inquiry to teach about race in social studies (pp. 113-132). Information Age Publishing.

Hawkman, A.M., & Shear, S.B. (2017). “They’re gonna sing the songs anyway”: Thinking and teaching with theory and Disney music for social studies. In W.B. Russell, III & S. Waters (Eds.), Cinematic social studies: A resource for teaching and learning social studies with film (pp. 55-78). Information Age Publishing.

Shear, S.B. (2015). Cultural genocide masked as education: Analyzing U.S. history textbooks’ inadequate coverage of Indian education policies. In P. Chandler (Ed.), Doing race in social studies: Critical perspectives (pp. 13-40). Information Age Publishing.