Navigating “big feelings” in teaching and learning difficult histories
Pedagogical reasoning about students’ emotional potentialities
Bibliographic Data
| ID | 11070309 |
|---|---|
| Authors | Rebecca L Rosen (0000-0003-3132-0624, Princeton University), Kevin W Meuwissen (0000-0003-0970-2693, University of Rochester, corresponding author) |
| Year | 2025 |
| Volume | 53 |
| Issue | 4 |
| Pages | 595-623 |
| Publication date | 2025-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2025.2511012 |
| OpenAlex | W4411089616 |
| Language | EN |
| Citations received | 1 |
| References cited | 73 |
Feeling · Mathematics education · Pedagogy · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Innovative Teaching Methodologies in Social Sciences · Psychology · Social Psychology
The Coding Manual for Qualitative Researchers
Sensitive and controversial issues in the classroom
Teaching and Learning about Controversial Issues and Topics in the Social Studies
Black History is Not American History
A framework for critical emotional engagement in history education
Sensitive Pasts
Teaching and Learning Difficult Histories in International Contexts
Critical Issues in Social Studies Research for the 21st Century
Theory and methodology in researching emotions in education
To teach the Holocaust in Poland
Making Difficult History Public
Emotions and teacher decision-making
Emotional ecology
Affective practices, difficult histories and peace education
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
What is the word “difficult” doing in social studies research
Students’ Understanding of the History of Enslavement in America
Feeling fear as power and oppression
Preparation for civil society
Contained risk-taking
Between Trauma and Perpetration
Investigating comparative genocide teaching in two high school classrooms
Why teachers address unplanned controversial issues in the classroom
Preparing to Teach a Slavery Past
Elicitation Techniques
There’s no way we can teach all of this”
Engaging with issues of death, loss, and grief in elementary school
Exploring the emotional dynamics of a political discussion
Seeing and feeling difficult history
The Routing and Re-Routing of Difficult Knowledge
He wants to get rid of all the Muslims”
Breaking Down Barriers” or “Building Strong Christians”
Policy Dialogue
Sensitive ‘Heritage’ of Slavery in a Multicultural Classroom
Students’ Understanding of Institutional Practices
Discursive practices, genealogies, and emotional rules
Knowledge and Teaching
The emotional characteristics of teaching
Emotional Scaffolding
When Shutting the Door Won't Do
Teacher resistance to engage with 'alternative' perspectives of difficult histories
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |