Publications

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PUBLICATIONS: REFEREED JOURNAL ARTICLES

Christ, R.C., Kuby, C.R., Shear, S.B., & Ward, A. (2022). (Re)encountering A Thousand Plateaus: Producing 1000 trail(ing)s. Arts and Humanities in Public Education, 21(1), 40-58.

Sabzalian, L., Shear, S.B., & Snyder, J. (2021). Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K-12 U.S. civics and government standards. Theory & Research in Social Education, 49(3), 321-359.

Schroeder, S., Murray-Everett, N., Gates, J., & Shear, S.B. (2021). Informing, transforming, inquiring: Approaches to elementary social studies in methods course syllabi. Journal of Social Studies Research, 45(2), 102-117.

Buchanan, L.B., Tschida, C., Bellows, E., & Shear, S.B. (2020). Positioning children’s literature to confront the persistent avoidance of LGBTQ topics among elementary preservice teachers. Journal of Social Studies Research, 44, 169-184.

Shear, S.B., & Krutka, D. (2019). Confronting settler colonialism: Theoretical and methodological questions about social studies research. Theory & Research in Social Education, 47, 29-51.

Turtle Island Social Studies Collective. (2019). Beyond Pocahontas: Learning from Indigenous women changemakers. Social Studies & The Young Learner, 31(3), 7-13.

Shear, S.B. (2018). Teaching and learning using Indigenous-made films. Social Studies Journal, 38(2), 20-29.

Shear, S.B., Sabzalian, L., & Buchanan, L.B. (2018). Affirming Indigenous sovereignty: A civics inquiry. Social Studies & The Young Learner, 31, 12-18.

Ward, A., Christ, R.C., Kuby, C.R., & Shear, S.B. (2018). Thinking with Klosterman’s razor: Diffracting ‘reviewer 2’ and research wrongness. Knowledge Cultures, 6(2), 28-50.

Shear, S.B. (2016). Does critical theory have a place in social studies research? A commentary. Journal of Social Studies Research, 40(3), 229-231.

Kuby, C.R., Christ, R.C, Holloway, N., Mulligan, J., Shear, S.B., & Ward, A. (2016). Teaching, troubling, transgressing: Thinking with theory in a post-qualitative inquiry course. Qualitative Inquiry, 22(2), 140-148.

Shear, S.B., Knowles, R., Soden, G., & Castro, A.J. (2015). Manifesting destiny: Re/presentations of Indigenous people in K-12 U.S. history curriculum. Theory & Research in Social Education, 43, 68-101.

PUBLICATIONS: PARTS OF BOOKS

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).

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.

PUBLICATIONS: NON-REFEREED JOURNAL ARTICLES & BOOK REVIEWS

TCSE Editorial Collective. (2021). Welcome to The Critical Social Educator (Introduction to the inaugural issue). The Critical Social Educator, 1(1), 1-5.

Hawkman, A. M. & Shear, S. B. (2020). “Who made these rules? We’re so confused”: An introduction to the special issue on critical race media literacy. International Journal of Multicultural Education, 21(2), 1-4.

Varga, B.A., & Shear, S.B. (2020). (Re)new(ed) territories of liminality: An invitation to disrupt prescription and repetition across/within the academy. Theory & Research in Social Education, 48(3), 460-464.

Shear, S.B. (2019). Book review: The colonial past in history textbooks: Historical and social psychological perspectives. Teachers College Record. Available http://www.tcrecord.org. ID number: 23017.

Tschida, C., & Shear, S.B. (2016). Book review: Review of Preparing to Teach Social Studies for Social Justice: Becoming a Renegade. Teachers College Record. Available online at http://www.tcrecord.org. ID number: 21632.

Shear, S.B. (2016). It’s time to unsettle the settler narrative: A review of Why You Can’t Teach United States History without American Indians. Journal of Social Studies Research, 40(2), 155-157.