Sarah B Shear
Biographic Data
| ID | 210239 |
|---|---|
| NAME | Sarah B Shear |
| GIVEN NAMES | Sarah B |
| FAMILY NAME | Shear |
| SIGNATURE | SHEAR S B |
| AFFILIATIONS | University of Washington Bothell |
| ORCID | 0000-0001-8447-9300 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 105 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Flows of anti-colonialism: (Re)configurations and emplotments of more-than-witness(es/ing) in the an(thropo/glo)cene
This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of coloniality are registered, conceptualized, and disrupted. By opening our learning to the agency of more-th…
Settler Social Studies: On Disappointment and Hope for the Future
The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction
U.S. libraries and classrooms are under siege by private and governmental entities working to simultaneously ban/remove justice-focused literature and inundate these spaces with reactionary/ultra-conservative materials. It is within this educational crisis that we conducted a critical content analysis of the award-winning, best-selling historical fiction series, Rush Revere: Time Travel Adventures with Exceptional Americans by Rush Limbaugh. The …
One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education
The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms
(Re)encountering A Thousand Plateaus: Producing 1000 trail(ing)s
We, now colleagues, look to our “first” collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread A Thousand Plateaus, revisit our previous conversations, and/or rewrite this manuscript. Each encounter produces a new trail(ing). We follow some of th…
Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards
This article details a national study of U.S. K–12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase I…
Marking the “Invisible”: Articulating Whiteness in Social Studies Education
Substantial research has been put forth calling for the field of social studies education to engage in work dealing with the influence of race and racism within education and society (Branch, 2003; Chandler, 2015; Chandler & Hawley, 2017; Husband, 2010; King & Chandler, 2016; Ladson-Billings, 2003; Ooka Pang, Rivera & Gillette, 1998). Previous contributions have examined the presence and influence of race/ism within the field of social studies te…
Who made these rules? We’re so confused.”: An Introduction to the Special Issue on Critical Race Media Literacy
In this introductory essay, editors of the special issue on critical race media literacy frame the current global contexts of race, racism, and media in which this issue is situated. Building from the work of authors included in this special issue, this essay calls readers to engage and disrupt racism in popular, educational, and other forms of media, both inside and beyond the classroom
Confronting settler colonialism: Theoretical and methodological questions about social studies research
In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage …
Teaching, Troubling, Transgressing: Thinking With Theory in a Post-Qualitative Inquiry Course
The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more br…
Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indig…
Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indig…
Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards
This article details a national study of U.S. K–12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase I…
Teaching, Troubling, Transgressing: Thinking With Theory in a Post-Qualitative Inquiry Course
The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more br…
Confronting settler colonialism: Theoretical and methodological questions about social studies research
In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage …
Who made these rules? We’re so confused.”: An Introduction to the Special Issue on Critical Race Media Literacy
In this introductory essay, editors of the special issue on critical race media literacy frame the current global contexts of race, racism, and media in which this issue is situated. Building from the work of authors included in this special issue, this essay calls readers to engage and disrupt racism in popular, educational, and other forms of media, both inside and beyond the classroom
One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education
The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms
The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction
U.S. libraries and classrooms are under siege by private and governmental entities working to simultaneously ban/remove justice-focused literature and inundate these spaces with reactionary/ultra-conservative materials. It is within this educational crisis that we conducted a critical content analysis of the award-winning, best-selling historical fiction series, Rush Revere: Time Travel Adventures with Exceptional Americans by Rush Limbaugh. The …
(Re)encountering A Thousand Plateaus: Producing 1000 trail(ing)s
We, now colleagues, look to our “first” collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread A Thousand Plateaus, revisit our previous conversations, and/or rewrite this manuscript. Each encounter produces a new trail(ing). We follow some of th…
Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K–12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indig…
Teaching, Troubling, Transgressing: Thinking With Theory in a Post-Qualitative Inquiry Course
The authors (teacher and doctoral students) seek to illuminate the transgressive experiences of teaching ↔ learning in a poststructural (PS) theory and research methods course. They aim to (a) illustrate teaching practices that open spaces for students (and faculty) to rethink, critique, unlearn, and ultimately un-inhabit dominant concepts and principles of qualitative research (QR) and the theory/method divide across research disciplines more br…
Confronting settler colonialism: Theoretical and methodological questions about social studies research
In this conceptual piece, we situate settler colonial theory and qualitative inquiry in a discussion about the research(ing) of social studies education. The context for this article includes our visit and conversations with 9th grade Oklahoma history teachers and their teaching and curriculum within Indigneous contexts. Although not focused as an analysis of our conversations with teachers, our discussion asks many questions about how we engage …
Marking the “Invisible”: Articulating Whiteness in Social Studies Education
Substantial research has been put forth calling for the field of social studies education to engage in work dealing with the influence of race and racism within education and society (Branch, 2003; Chandler, 2015; Chandler & Hawley, 2017; Husband, 2010; King & Chandler, 2016; Ladson-Billings, 2003; Ooka Pang, Rivera & Gillette, 1998). Previous contributions have examined the presence and influence of race/ism within the field of social studies te…
Who made these rules? We’re so confused.”: An Introduction to the Special Issue on Critical Race Media Literacy
In this introductory essay, editors of the special issue on critical race media literacy frame the current global contexts of race, racism, and media in which this issue is situated. Building from the work of authors included in this special issue, this essay calls readers to engage and disrupt racism in popular, educational, and other forms of media, both inside and beyond the classroom
(Re)encountering A Thousand Plateaus: Producing 1000 trail(ing)s
We, now colleagues, look to our “first” collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread A Thousand Plateaus, revisit our previous conversations, and/or rewrite this manuscript. Each encounter produces a new trail(ing). We follow some of th…
Standardizing Indigenous erasure: A TribalCrit and QuantCrit analysis of K–12 U.S. civics and government standards
This article details a national study of U.S. K–12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase I…
One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education
The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms
Flows of anti-colonialism: (Re)configurations and emplotments of more-than-witness(es/ing) in the an(thropo/glo)cene
This paper leans into alterlife (Murphy, 2017) and connectivity ontologies (Harrison, 2015) to consider the implications of more-than-witness(es/ing) (our term) on social studies education. Taking a narrative approach, we engage with three more-than-human bodies (e.g., Boulder, Forest, Document(s)) in an effort to expand how act(or/ion)s of coloniality are registered, conceptualized, and disrupted. By opening our learning to the agency of more-th…
Settler Social Studies: On Disappointment and Hope for the Future
The greatest lie(s) ever told: Rush Limbaugh and the white supremacist blueprint in middle grades historical fiction
U.S. libraries and classrooms are under siege by private and governmental entities working to simultaneously ban/remove justice-focused literature and inundate these spaces with reactionary/ultra-conservative materials. It is within this educational crisis that we conducted a critical content analysis of the award-winning, best-selling historical fiction series, Rush Revere: Time Travel Adventures with Exceptional Americans by Rush Limbaugh. The …
Sociology (10 works) · Critical Race Theory in Education (8 works) · Educator Training and Historical Pedagogy (7 works) · Political science (6 works) · Pedagogy (5 works) · Gender Studies (4 works) · Psychology (4 works) · Social science (4 works) · Art (3 works) · Computer Science (3 works)