Thomas Misco
Biographic Data
| ID | 115873 |
|---|---|
| NAME | Thomas Misco |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Misco |
| SIGNATURE | MISCO T |
| AFFILIATIONS | Miami University |
| ORCID | 0000-0001-8837-6827 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
ToponomiCrit: A theory for decolonization and dewhitesupremacization
Citizenship Wanted, but Denied: The Racial Prerequisite Cases and Their Role in Institutionalizing Racism Against Asians
This article explores the racial prerequisite cases, which were dubious court decisions that attempted to rationalize pseudo-scientific evidence and common knowledge as reasons for who could and could not be considered for, and who was ultimately denied, U.S. citizenship. These cases are historical antecedents of the current anti-Asian racism that has become even more pronounced as a result of COVID-19. Social studies educators can leverage these…
Citizenship Not Wanted, but Received
The United States has a lengthy history of welcoming immigrants from throughout the world and ultimately naturalizing and conferring citizenship to them. Yet, a number of indigenous and people of color never consented to citizenship and many still do not wish to have it. This article explores the role of citizenship as a tool to not only appropriate, assimilate, and colonize indigenous peoples and their lands, but to also decouple citizenship and…
What Should Become of the Territories? Teaching the Problematic Past and Present of the “Unincorporated” Territory
This article explores the ways in which social studies classrooms can explore the history and status of U.S. territories as “unincorporated.” We focus on the “Insular Cases” and in particular Downes v. Bidwell (1901), examine the construct of colonies as anathema to democracy, and explore the precedents court case rationale for the existence of unincorporated territories. Finally, we address the essential questions raised by this case that can be…
Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers' Capacity to Address Controversial Issues
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded ( n = …
Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands
This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school…
Operationalizing Social Justice in Social Studies Education
Although social justice is an overarching goal of most every department of teacher education, college of education, and US College or University, it is rarely an identified goal for K–12 schools. We contend that the field of social studies education also substantively focuses on social justice, and as such, this article clarifies the ways in which classrooms can provide a social justice education. In particular, we explore the role of disposition…
There is no such thing as being Guamanian”: Controversial Issues in the Context of Guam
Engaging students in controversial issues provides numerous benefits for developing democratic citizenship. A wide variety of pathways and challenges exist to their discussion in classrooms, many of which are based upon societal and cultural context. This study explores the context of Guam and maps the issues of controversy within categories of identity, colonization, and the relationship with the U.S. military. This study provides multicultural …
What is Global Studies Good For? A Commentary on Jan Nederveen Pieterse's ‘What is Global Studies?’
Nederveen Pieterse suggests that social sciences exist insofar as they contribute to the social demand for relevant data. In effect, global studies uses the social sciences, as distinguished from s
We do not talk about these things’: The promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school
Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school's moral education classroom. Drawing on student interviews, this stud…
Deontological Reconceptualization: A Study of Moral Education in Beijing
This study explores the enactment and evolution of moral education in Beijing, China. In particular, the author examines the extent to which moral education teachers develop reflective thinking and broach controversial issues within their classrooms. Drawing on interview data from secondary moral education (deyu) teachers, professors who prepare moral education teachers, and individuals involved in directing curricular efforts in conjunction with…
Seeing the Forest Through the Trees: Some Renewed Thinking on Dispositions Specific to Social Studies Education
Too often, social studies educators are asked to focus their design and enactment of learning experiences on the mastery of content knowledge, often at the expense of other aims and goals. In response to this problem, the authors of this article explore the reclamation of dispositions in social studies curriculum planning and teaching. First, he authors clarify what is meant by dispositions in the social studies. Then, by drawing on seminal works…
Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings
This study explores the implementation of a Holocaust curriculum, designed for Latvian schools through the method of curriculum deliberation, five years after its enactment. By exploring the complexity of implementation, the study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on silenced controversial histories in post-communist and post-authoritarian states. The find…
Teaching the Holocaust through Case Study
This article responds to the curricular challenges teachers face with Holocaust education, including cursory treatments and a lack of focus on individual experiences. First, the author argues for a case-study approach to help students reengage concrete and complex features of the Holocaust as a point of departure for subsequent inquiry. In addition to providing a rationale and recommended content for teaching about the Holocaust, the author provi…
We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence
This research study seeks to understand the current state of Holocaust education in Romanian classrooms and the variety of forces that influence its treatment. By identifying obstacles, challenges, and successes, this study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given the wide range of possible influences on Holocaust instruction, this study empl…
A Study of Pre-Service Teachers' Conceptualizations of Academic Freedom and Controversial Issues
This study examines teacher perceptions of academic freedom and how these perceptions relate to the teaching of controversial issues. By drawing on the literature of the field and recent research, we describe threats, challenges, and variables at work that have led to the decline of academic freedom. We then explore the imperative of academic freedom broadly, its necessary connection to teaching controversial issues, and current barriers to this …
Holocaust Curriculum Development for Latvian Schools: Arriving at Purposes, Aims, and Goals through Curriculum Deliberation
Teaching about the Holocaust is a deeply sensitive and controversial topic in the Republic of Latvia. Due to a Soviet-imposed silence on the topic and the developing nature of democratic education in Latvia, many schools cover this history superficially, if it is covered at all. This study examines a cross-cultural curriculum development project that sought to break the historical silence surrounding the Holocaust in Latvia and provide Latvian te…
Breaking Historical Silence through Cross–Cultural Collaboration: Latvian Curriculum Writers and United States Holocaust Memorial Museum Fellows
In response to the need for Holocaust curricula in Latvia, Latvians and Americans worked collaboratively to overcome the historical silence surrounding this event. During their project, Latvian curriculum writers worked with teachers and scholars at the United States Holocaust Memorial Museum. This descriptive analysis of the Latvians' experience with Museum Fellows revealed opportunities to learn from each other the complexities of teaching the …
The Moral Nature of Elementary Social Studies Methods
Because moral, value, and character education often seem marginalized in pre–service secondary social studies education courses, I sought to determine if and how moral education is addressed at the elementary level. In this article, I examine both elementary social studies methods instruction and literature through a moral education lens and argue that moral education underlies the civic goals, objectives, and techniques of elementary social stud…
Understanding Japan through the Lens of Moral Education
Keywords: history of moral education in JapanJapanese educationmoral education in Japanunderstanding Japanese culture
Social Justice, Ethics, and Citizenship: Learning from the Other
(2004). Social Justice, Ethics, and Citizenship: Learning from the Other. Theory & Research in Social Education: Vol. 32, No. 2, pp. 285-289
A Study of Pre-Service Teachers' Conceptualizations of Academic Freedom and Controversial Issues
This study examines teacher perceptions of academic freedom and how these perceptions relate to the teaching of controversial issues. By drawing on the literature of the field and recent research, we describe threats, challenges, and variables at work that have led to the decline of academic freedom. We then explore the imperative of academic freedom broadly, its necessary connection to teaching controversial issues, and current barriers to this …
We do not talk about these things’: The promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school
Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school's moral education classroom. Drawing on student interviews, this stud…
Teaching the Holocaust through Case Study
This article responds to the curricular challenges teachers face with Holocaust education, including cursory treatments and a lack of focus on individual experiences. First, the author argues for a case-study approach to help students reengage concrete and complex features of the Holocaust as a point of departure for subsequent inquiry. In addition to providing a rationale and recommended content for teaching about the Holocaust, the author provi…
Operationalizing Social Justice in Social Studies Education
Although social justice is an overarching goal of most every department of teacher education, college of education, and US College or University, it is rarely an identified goal for K–12 schools. We contend that the field of social studies education also substantively focuses on social justice, and as such, this article clarifies the ways in which classrooms can provide a social justice education. In particular, we explore the role of disposition…
Deontological Reconceptualization: A Study of Moral Education in Beijing
This study explores the enactment and evolution of moral education in Beijing, China. In particular, the author examines the extent to which moral education teachers develop reflective thinking and broach controversial issues within their classrooms. Drawing on interview data from secondary moral education (deyu) teachers, professors who prepare moral education teachers, and individuals involved in directing curricular efforts in conjunction with…
Seeing the Forest Through the Trees: Some Renewed Thinking on Dispositions Specific to Social Studies Education
Too often, social studies educators are asked to focus their design and enactment of learning experiences on the mastery of content knowledge, often at the expense of other aims and goals. In response to this problem, the authors of this article explore the reclamation of dispositions in social studies curriculum planning and teaching. First, he authors clarify what is meant by dispositions in the social studies. Then, by drawing on seminal works…
Holocaust Curriculum Development for Latvian Schools: Arriving at Purposes, Aims, and Goals through Curriculum Deliberation
Teaching about the Holocaust is a deeply sensitive and controversial topic in the Republic of Latvia. Due to a Soviet-imposed silence on the topic and the developing nature of democratic education in Latvia, many schools cover this history superficially, if it is covered at all. This study examines a cross-cultural curriculum development project that sought to break the historical silence surrounding the Holocaust in Latvia and provide Latvian te…
Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers' Capacity to Address Controversial Issues
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded ( n = …
Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands
This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school…
There is no such thing as being Guamanian”: Controversial Issues in the Context of Guam
Engaging students in controversial issues provides numerous benefits for developing democratic citizenship. A wide variety of pathways and challenges exist to their discussion in classrooms, many of which are based upon societal and cultural context. This study explores the context of Guam and maps the issues of controversy within categories of identity, colonization, and the relationship with the U.S. military. This study provides multicultural …
What is Global Studies Good For? A Commentary on Jan Nederveen Pieterse's ‘What is Global Studies?’
Nederveen Pieterse suggests that social sciences exist insofar as they contribute to the social demand for relevant data. In effect, global studies uses the social sciences, as distinguished from s
Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings
This study explores the implementation of a Holocaust curriculum, designed for Latvian schools through the method of curriculum deliberation, five years after its enactment. By exploring the complexity of implementation, the study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on silenced controversial histories in post-communist and post-authoritarian states. The find…
We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence
This research study seeks to understand the current state of Holocaust education in Romanian classrooms and the variety of forces that influence its treatment. By identifying obstacles, challenges, and successes, this study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given the wide range of possible influences on Holocaust instruction, this study empl…
The Moral Nature of Elementary Social Studies Methods
Because moral, value, and character education often seem marginalized in pre–service secondary social studies education courses, I sought to determine if and how moral education is addressed at the elementary level. In this article, I examine both elementary social studies methods instruction and literature through a moral education lens and argue that moral education underlies the civic goals, objectives, and techniques of elementary social stud…
Understanding Japan through the Lens of Moral Education
Keywords: history of moral education in JapanJapanese educationmoral education in Japanunderstanding Japanese culture
Social Justice, Ethics, and Citizenship: Learning from the Other
(2004). Social Justice, Ethics, and Citizenship: Learning from the Other. Theory & Research in Social Education: Vol. 32, No. 2, pp. 285-289
The Moral Nature of Elementary Social Studies Methods
Because moral, value, and character education often seem marginalized in pre–service secondary social studies education courses, I sought to determine if and how moral education is addressed at the elementary level. In this article, I examine both elementary social studies methods instruction and literature through a moral education lens and argue that moral education underlies the civic goals, objectives, and techniques of elementary social stud…
A Study of Pre-Service Teachers' Conceptualizations of Academic Freedom and Controversial Issues
This study examines teacher perceptions of academic freedom and how these perceptions relate to the teaching of controversial issues. By drawing on the literature of the field and recent research, we describe threats, challenges, and variables at work that have led to the decline of academic freedom. We then explore the imperative of academic freedom broadly, its necessary connection to teaching controversial issues, and current barriers to this …
Holocaust Curriculum Development for Latvian Schools: Arriving at Purposes, Aims, and Goals through Curriculum Deliberation
Teaching about the Holocaust is a deeply sensitive and controversial topic in the Republic of Latvia. Due to a Soviet-imposed silence on the topic and the developing nature of democratic education in Latvia, many schools cover this history superficially, if it is covered at all. This study examines a cross-cultural curriculum development project that sought to break the historical silence surrounding the Holocaust in Latvia and provide Latvian te…
Breaking Historical Silence through Cross–Cultural Collaboration: Latvian Curriculum Writers and United States Holocaust Memorial Museum Fellows
In response to the need for Holocaust curricula in Latvia, Latvians and Americans worked collaboratively to overcome the historical silence surrounding this event. During their project, Latvian curriculum writers worked with teachers and scholars at the United States Holocaust Memorial Museum. This descriptive analysis of the Latvians' experience with Museum Fellows revealed opportunities to learn from each other the complexities of teaching the …
Teaching the Holocaust through Case Study
This article responds to the curricular challenges teachers face with Holocaust education, including cursory treatments and a lack of focus on individual experiences. First, the author argues for a case-study approach to help students reengage concrete and complex features of the Holocaust as a point of departure for subsequent inquiry. In addition to providing a rationale and recommended content for teaching about the Holocaust, the author provi…
We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence
This research study seeks to understand the current state of Holocaust education in Romanian classrooms and the variety of forces that influence its treatment. By identifying obstacles, challenges, and successes, this study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given the wide range of possible influences on Holocaust instruction, this study empl…
Seeing the Forest Through the Trees: Some Renewed Thinking on Dispositions Specific to Social Studies Education
Too often, social studies educators are asked to focus their design and enactment of learning experiences on the mastery of content knowledge, often at the expense of other aims and goals. In response to this problem, the authors of this article explore the reclamation of dispositions in social studies curriculum planning and teaching. First, he authors clarify what is meant by dispositions in the social studies. Then, by drawing on seminal works…
Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings
This study explores the implementation of a Holocaust curriculum, designed for Latvian schools through the method of curriculum deliberation, five years after its enactment. By exploring the complexity of implementation, the study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on silenced controversial histories in post-communist and post-authoritarian states. The find…
Deontological Reconceptualization: A Study of Moral Education in Beijing
This study explores the enactment and evolution of moral education in Beijing, China. In particular, the author examines the extent to which moral education teachers develop reflective thinking and broach controversial issues within their classrooms. Drawing on interview data from secondary moral education (deyu) teachers, professors who prepare moral education teachers, and individuals involved in directing curricular efforts in conjunction with…
What is Global Studies Good For? A Commentary on Jan Nederveen Pieterse's ‘What is Global Studies?’
Nederveen Pieterse suggests that social sciences exist insofar as they contribute to the social demand for relevant data. In effect, global studies uses the social sciences, as distinguished from s
We do not talk about these things’: The promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school
Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school's moral education classroom. Drawing on student interviews, this stud…
There is no such thing as being Guamanian”: Controversial Issues in the Context of Guam
Engaging students in controversial issues provides numerous benefits for developing democratic citizenship. A wide variety of pathways and challenges exist to their discussion in classrooms, many of which are based upon societal and cultural context. This study explores the context of Guam and maps the issues of controversy within categories of identity, colonization, and the relationship with the U.S. military. This study provides multicultural …
Operationalizing Social Justice in Social Studies Education
Although social justice is an overarching goal of most every department of teacher education, college of education, and US College or University, it is rarely an identified goal for K–12 schools. We contend that the field of social studies education also substantively focuses on social justice, and as such, this article clarifies the ways in which classrooms can provide a social justice education. In particular, we explore the role of disposition…
Early Childhood Open-Mindedness: An Investigation Into Preservice Teachers' Capacity to Address Controversial Issues
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded ( n = …
Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands
This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school…
What Should Become of the Territories? Teaching the Problematic Past and Present of the “Unincorporated” Territory
This article explores the ways in which social studies classrooms can explore the history and status of U.S. territories as “unincorporated.” We focus on the “Insular Cases” and in particular Downes v. Bidwell (1901), examine the construct of colonies as anathema to democracy, and explore the precedents court case rationale for the existence of unincorporated territories. Finally, we address the essential questions raised by this case that can be…
Citizenship Not Wanted, but Received
The United States has a lengthy history of welcoming immigrants from throughout the world and ultimately naturalizing and conferring citizenship to them. Yet, a number of indigenous and people of color never consented to citizenship and many still do not wish to have it. This article explores the role of citizenship as a tool to not only appropriate, assimilate, and colonize indigenous peoples and their lands, but to also decouple citizenship and…
Citizenship Wanted, but Denied: The Racial Prerequisite Cases and Their Role in Institutionalizing Racism Against Asians
This article explores the racial prerequisite cases, which were dubious court decisions that attempted to rationalize pseudo-scientific evidence and common knowledge as reasons for who could and could not be considered for, and who was ultimately denied, U.S. citizenship. These cases are historical antecedents of the current anti-Asian racism that has become even more pronounced as a result of COVID-19. Social studies educators can leverage these…
ToponomiCrit: A theory for decolonization and dewhitesupremacization
Political science (19 works) · Sociology (18 works) · Pedagogy (17 works) · Educator Training and Historical Pedagogy (16 works) · Law (14 works) · Law (14 works) · Global Education and Multiculturalism (10 works) · Psychology (8 works) · Social studies (8 works) · Politics (7 works)