William McCorkle
Biographic Data
| ID | 5429484 |
|---|---|
| NAME | William McCorkle |
| GIVEN NAMES | William |
| FAMILY NAME | McCorkle |
| SIGNATURE | MCCORKLE W |
| AFFILIATIONS | College of Charleston |
| ORCID | 0000-0001-9709-9147 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Poland and the ‘Paradox’ of Immigration: Implications for Educators and Advocates
Poland made international news with the unbelievable outpouring of support to Ukrainian refugees from both the government and the local population after the Russian invasion in 2022. As scholars, we travelled to Poland to understand more of this dynamic. Our research with activists and humanitarian workers, however, revealed a more complicated dynamic. We discovered a situation where Poland is both one of the most welcoming countries to those com…
It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center
This work highlights the experience of eight education students from a public university in the American Southeast in their trip to Stewart Immigration Detention Center. A pre-interview and two post-interviews were conducted to understand students’ perceptions toward the topic, what they learned from their experience, and how the experience affected their views on immigration with a particular concern for the intersection of immigration and educa…
Expanding beyond World War II to encourage peace education and deconstruct militarism
How individuals interpret the justifications for historical war can have a large effect on how they see modern warfare (McCorkle, W. 2017; Harris 2008). In the social studies classroom, particularl
Daca and Educational Restrictions in South Carolina: A Continuation of White Supremacy
Though great focus has been placed on DACA on the national level, many of the actual experiences of Dreamers in regard to education and employment licensure depend on state policies. South Carolina is one of the most restrictive states in regard to rights for DACA recipients. In light of these realities, this mixed-methods study examines the views and awareness of South Carolina teachers toward DACA and the stories of three educators/prospective …
Exploring the Christian Teachings on Immigration in the Social Studies Classroom
Discussions on immigration in the social studies classroom have often focused on the political ideologies that frame the debate. Often, the religious and ethical frameworks surrounding immigration are often overlooked. This article provides a rationale for exploring the teachings of the Christian scriptures in relation to immigration, particularly in the U.S. social studies classroom. Though there is a relevance for all denominations of Christian…
Social Studies Teachers’ Attitudes and Beliefs About Immigration and the Formal Curriculum in the United States South: A Multi-Methods Study
When Nationalism Supersedes Belief in Religious Freedom: An Analysis of Teachers’ Beliefs
This study is based on an analysis of survey data from a national sample of K-12 public schools teachers (N = 5,237). The purpose of this article is to examine teachers’ beliefs about nationalism and how it correlates to teachers’ beliefs about religious liberty, and to what extent beliefs about nationalism are stronger than beliefs about religious liberty. To this end, we use regression analysis of survey data. This research is significant becau…
On the Educational Rights of Undocumented Students: A Call to Expand Teachers’ Awareness of Policies Impacting Undocumented Students and Strategic Empathy
Background/Context Undocumented and DACAmented students face substantial restrictions in higher education as well as in U.S. society. Though there has been significant research on the effects of these policies on the lives and educational outcomes of immigrant students, including how undocumented students are accessing higher education, there is less understanding of K–12 teachers’ awareness of these policies and their attitudes toward these poli…
Applying a Critical and Peace Education Lens to the American Revolution in the Social Studies Classroom
The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the problematization of war. Specific examples are given for how teachers can critique some of the nation…
Crossing a Second Border for South Carolina Daca Students
This qualitative, narrative study explores the stories of three DACA (Deferred Action for Childhood Arrivals) recipients in the state of South Carolina who have had to face educational and career restrictions due to their immigration status. This article examines how the students came to the country, their early educational experiences, how they learned about the state restrictions, and how it has affected their lives. A common theme emerges of t…
The Rationale and Strategies for Undermining Xenophobia in the Classroom
In the last few years, xenophobic rhetoric and policies have sharply increased across the world and is especially apparent in the rise of far right political parties in Europe, the Brexit vote in Great Britain, and the election of Donald Trump in the United States. In these times, teachers have a responsibility to stand for values of inclusion and justice and be a voice of reason among the growing angst and fear-based policy decisions. This artic…
Problematizing war: Reviving the historical focus of peace education
In the last forty years, peace education has broadened its focus from primarily international peace and the prevention of war to an approach that encompasses social justice, environmental education, critical theory, and multicultural education. While this is a positive evolution in many respects, there is a danger in de-emphasizing the actual critique of war and militarism. This article looks at the reasons why peace education should revive its s…
The Rationale and Strategies for Undermining Xenophobia in the Classroom
In the last few years, xenophobic rhetoric and policies have sharply increased across the world and is especially apparent in the rise of far right political parties in Europe, the Brexit vote in Great Britain, and the election of Donald Trump in the United States. In these times, teachers have a responsibility to stand for values of inclusion and justice and be a voice of reason among the growing angst and fear-based policy decisions. This artic…
Crossing a Second Border for South Carolina Daca Students
This qualitative, narrative study explores the stories of three DACA (Deferred Action for Childhood Arrivals) recipients in the state of South Carolina who have had to face educational and career restrictions due to their immigration status. This article examines how the students came to the country, their early educational experiences, how they learned about the state restrictions, and how it has affected their lives. A common theme emerges of t…
Problematizing war: Reviving the historical focus of peace education
In the last forty years, peace education has broadened its focus from primarily international peace and the prevention of war to an approach that encompasses social justice, environmental education, critical theory, and multicultural education. While this is a positive evolution in many respects, there is a danger in de-emphasizing the actual critique of war and militarism. This article looks at the reasons why peace education should revive its s…
Social Studies Teachers’ Attitudes and Beliefs About Immigration and the Formal Curriculum in the United States South: A Multi-Methods Study
Applying a Critical and Peace Education Lens to the American Revolution in the Social Studies Classroom
The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the problematization of war. Specific examples are given for how teachers can critique some of the nation…
Problematizing war: Reviving the historical focus of peace education
In the last forty years, peace education has broadened its focus from primarily international peace and the prevention of war to an approach that encompasses social justice, environmental education, critical theory, and multicultural education. While this is a positive evolution in many respects, there is a danger in de-emphasizing the actual critique of war and militarism. This article looks at the reasons why peace education should revive its s…
Crossing a Second Border for South Carolina Daca Students
This qualitative, narrative study explores the stories of three DACA (Deferred Action for Childhood Arrivals) recipients in the state of South Carolina who have had to face educational and career restrictions due to their immigration status. This article examines how the students came to the country, their early educational experiences, how they learned about the state restrictions, and how it has affected their lives. A common theme emerges of t…
The Rationale and Strategies for Undermining Xenophobia in the Classroom
In the last few years, xenophobic rhetoric and policies have sharply increased across the world and is especially apparent in the rise of far right political parties in Europe, the Brexit vote in Great Britain, and the election of Donald Trump in the United States. In these times, teachers have a responsibility to stand for values of inclusion and justice and be a voice of reason among the growing angst and fear-based policy decisions. This artic…
On the Educational Rights of Undocumented Students: A Call to Expand Teachers’ Awareness of Policies Impacting Undocumented Students and Strategic Empathy
Background/Context Undocumented and DACAmented students face substantial restrictions in higher education as well as in U.S. society. Though there has been significant research on the effects of these policies on the lives and educational outcomes of immigrant students, including how undocumented students are accessing higher education, there is less understanding of K–12 teachers’ awareness of these policies and their attitudes toward these poli…
Applying a Critical and Peace Education Lens to the American Revolution in the Social Studies Classroom
The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the problematization of war. Specific examples are given for how teachers can critique some of the nation…
Expanding beyond World War II to encourage peace education and deconstruct militarism
How individuals interpret the justifications for historical war can have a large effect on how they see modern warfare (McCorkle, W. 2017; Harris 2008). In the social studies classroom, particularl
Daca and Educational Restrictions in South Carolina: A Continuation of White Supremacy
Though great focus has been placed on DACA on the national level, many of the actual experiences of Dreamers in regard to education and employment licensure depend on state policies. South Carolina is one of the most restrictive states in regard to rights for DACA recipients. In light of these realities, this mixed-methods study examines the views and awareness of South Carolina teachers toward DACA and the stories of three educators/prospective …
Exploring the Christian Teachings on Immigration in the Social Studies Classroom
Discussions on immigration in the social studies classroom have often focused on the political ideologies that frame the debate. Often, the religious and ethical frameworks surrounding immigration are often overlooked. This article provides a rationale for exploring the teachings of the Christian scriptures in relation to immigration, particularly in the U.S. social studies classroom. Though there is a relevance for all denominations of Christian…
Social Studies Teachers’ Attitudes and Beliefs About Immigration and the Formal Curriculum in the United States South: A Multi-Methods Study
When Nationalism Supersedes Belief in Religious Freedom: An Analysis of Teachers’ Beliefs
This study is based on an analysis of survey data from a national sample of K-12 public schools teachers (N = 5,237). The purpose of this article is to examine teachers’ beliefs about nationalism and how it correlates to teachers’ beliefs about religious liberty, and to what extent beliefs about nationalism are stronger than beliefs about religious liberty. To this end, we use regression analysis of survey data. This research is significant becau…
It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center
This work highlights the experience of eight education students from a public university in the American Southeast in their trip to Stewart Immigration Detention Center. A pre-interview and two post-interviews were conducted to understand students’ perceptions toward the topic, what they learned from their experience, and how the experience affected their views on immigration with a particular concern for the intersection of immigration and educa…
Poland and the ‘Paradox’ of Immigration: Implications for Educators and Advocates
Poland made international news with the unbelievable outpouring of support to Ukrainian refugees from both the government and the local population after the Russian invasion in 2022. As scholars, we travelled to Poland to understand more of this dynamic. Our research with activists and humanitarian workers, however, revealed a more complicated dynamic. We discovered a situation where Poland is both one of the most welcoming countries to those com…
Political science (12 works) · Sociology (12 works) · Law (11 works) · Law (10 works) · Pedagogy (9 works) · Immigration (8 works) · Educator Training and Historical Pedagogy (7 works) · Politics (7 works) · Social science (7 works) · Peace and Human Rights Education (4 works)