Bretton A. Varga is an assistant professor of history-social science at California State University, Chico and coeditor of Toward a Stranger and More Posthuman Social Studies.Erin C. Adams is an associate professor of elementary social studies at Kennesaw State University.

• ContentsAcknowledgments  xiForeword: Looking Out for Theoretical Plausibilities Vonzell Agosto  xiiiIntroduction: Always-Already on the Lookout Searching for, Enacting, and Storying Theory in Social Studies Education Bretton A. Varga and Erin C. Adams  11.  Academic’s Disease  10Tommy Ender2.  Affect as Potential: Interrupting Social Studies Education  18Peter M. Nelson3.  Beyond the Majority Rules: Anarchism in Social Studies Education  25John Lupinacci and Brandon Edwards-Schuth4.  Phobogenic Hypervisibility as the Invisibility of Black Men and Boys  32Daniel Josiah Thomas III5.  To Live Differently: Haecceity and Becoming as Concepts to (Un)do Social Studies Education  39Rebecca C. Christ6.  “Don’t Just Thank Black Women. Follow Us.”: Black Feminist Civic Activism  45Amanda E. Vickery7.  “Nobody’s Free Until Everybody’s Free”: Black Feminism’s Implications for Social Studies Education Research  53Kristen E. Duncan8.  Emphasis on Radical: Centering Black Feminist Radical Politics  59Tiffany Mitchell Patterson9.  Moving Toward Interdependent Relations and Anti-Colonial Understandings With Theories of Post-Critical Global Citizenship  65Timothy Patterson and Jenni Conrad10.  Critical Refugee Studies Encounter Social Studies  73Sohyun An11.  Decolonial Global Citizenship Education  79Theresa Alviar-Martin and Mark Baildon12.  “No Humans Involved” Revisited: What Social Studies Might Learn From Sylvia Wynter’s Examinations of Columbus and the Rodney King Trial  86Esther June Kim13.  Schools as Apparatuses of Security: Governmentality and True Power  93Wayne Journell14.  “They Got Us Warring for Our Freedom”: Toward a TrapCrit Perspective for Social Studies Education  99Kelly R. Allen15.  How Hyperreality Morphs Social Studies Inquiries  106Cathryn van Kessel16.  Intergenerational Knowledge: Embodied Archives and Silenced Narratives in Education  114Muna Saleh17.  Reflecting on the Mimetic: (Material) Double-Dealings and Duplicities Within Social Studies Education  121Erin C. Adams and Bretton A. Varga18.  Mobilities Theory and Social Studies Education  129Stacey L. Kerr19.  I’m With Them: Enacting a Pedagogy of Solidarity  135Ryan Oto20.  Choosing to Teach in Pointy Heels (and Other Postfeminist Dilemmas)  142Mardi Schmeichel21.  Psychoanalysis and Social Studies Education  148H. James Garrett22.  Queer Geography  155Sandra J. Schmidt23.  Intentionally Hidden From the Masses: (Racial) Capitalism’s Omission in the Social Studies  161Jillian Ford24.  Defiant, Playful, and Inventive: Rasquache Social Studies Theorizing  168Tim Monreal25  Witnessing Scar(ring)s: Settler Colonial Theory for Social Studies Education Research  178Sarah B. Shear26.  Sociogenesis and Social Studies Education  186Danielle I. Charlemagne27.  “Social” Sustainability and Its Implications on Teaching and Learning in Social Studies  194Yun-Wen Chan28.  Technoskepticism in Social Studies Education  202Daniel G. Krutka, Marie K. Heath, and Jacob Pleasants29.  On the Insufficiency of Counterstories: Empathic Fallacy and (Un)Expected Readers  209Noreen Naseem RodríguezAfterword: Imagining Possible Futures in Social Studies Education and Beyond  216E. Wayne RossEndnotes  223Index  227About the Editors and Contributors  238

“If I believe that democracy is for everyone, that students should learn to think and act in the community, and that it is not enough just to learn one story from history, then this book is a wonderful place to begin conversations about building that world.”—Teachers College Record

Bretton A. Varga is an assistant professor of history-social science at California State University, Chico and coeditor of Toward a Stranger and More Posthuman Social Studies.Erin C. Adams is an associate professor of elementary social studies at Kennesaw State University.

• ContentsAcknowledgments  xiForeword: Looking Out for Theoretical Plausibilities Vonzell Agosto  xiiiIntroduction: Always-Already on the Lookout Searching for, Enacting, and Storying Theory in Social Studies Education Bretton A. Varga and Erin C. Adams  11.  Academic’s Disease  10Tommy Ender2.  Affect as Potential: Interrupting Social Studies Education  18Peter M. Nelson3.  Beyond the Majority Rules: Anarchism in Social Studies Education  25John Lupinacci and Brandon Edwards-Schuth4.  Phobogenic Hypervisibility as the Invisibility of Black Men and Boys  32Daniel Josiah Thomas III5.  To Live Differently: Haecceity and Becoming as Concepts to (Un)do Social Studies Education  39Rebecca C. Christ6.  “Don’t Just Thank Black Women. Follow Us.”: Black Feminist Civic Activism  45Amanda E. Vickery7.  “Nobody’s Free Until Everybody’s Free”: Black Feminism’s Implications for Social Studies Education Research  53Kristen E. Duncan8.  Emphasis on Radical: Centering Black Feminist Radical Politics  59Tiffany Mitchell Patterson9.  Moving Toward Interdependent Relations and Anti-Colonial Understandings With Theories of Post-Critical Global Citizenship  65Timothy Patterson and Jenni Conrad10.  Critical Refugee Studies Encounter Social Studies  73Sohyun An11.  Decolonial Global Citizenship Education  79Theresa Alviar-Martin and Mark Baildon12.  “No Humans Involved” Revisited: What Social Studies Might Learn From Sylvia Wynter’s Examinations of Columbus and the Rodney King Trial  86Esther June Kim13.  Schools as Apparatuses of Security: Governmentality and True Power  93Wayne Journell14.  “They Got Us Warring for Our Freedom”: Toward a TrapCrit Perspective for Social Studies Education  99Kelly R. Allen15.  How Hyperreality Morphs Social Studies Inquiries  106Cathryn van Kessel16.  Intergenerational Knowledge: Embodied Archives and Silenced Narratives in Education  114Muna Saleh17.  Reflecting on the Mimetic: (Material) Double-Dealings and Duplicities Within Social Studies Education  121Erin C. Adams and Bretton A. Varga18.  Mobilities Theory and Social Studies Education  129Stacey L. Kerr19.  I’m With Them: Enacting a Pedagogy of Solidarity  135Ryan Oto20.  Choosing to Teach in Pointy Heels (and Other Postfeminist Dilemmas)  142Mardi Schmeichel21.  Psychoanalysis and Social Studies Education  148H. James Garrett22.  Queer Geography  155Sandra J. Schmidt23.  Intentionally Hidden From the Masses: (Racial) Capitalism’s Omission in the Social Studies  161Jillian Ford24.  Defiant, Playful, and Inventive: Rasquache Social Studies Theorizing  168Tim Monreal25  Witnessing Scar(ring)s: Settler Colonial Theory for Social Studies Education Research  178Sarah B. Shear26.  Sociogenesis and Social Studies Education  186Danielle I. Charlemagne27.  “Social” Sustainability and Its Implications on Teaching and Learning in Social Studies  194Yun-Wen Chan28.  Technoskepticism in Social Studies Education  202Daniel G. Krutka, Marie K. Heath, and Jacob Pleasants29.  On the Insufficiency of Counterstories: Empathic Fallacy and (Un)Expected Readers  209Noreen Naseem RodríguezAfterword: Imagining Possible Futures in Social Studies Education and Beyond  216E. Wayne RossEndnotes  223Index  227About the Editors and Contributors  238

“If I believe that democracy is for everyone, that students should learn to think and act in the community, and that it is not enough just to learn one story from history, then this book is a wonderful place to begin conversations about building that world.”—Teachers College Record

Bretton A. Varga is an assistant professor of history-social science at California State University, Chico and coeditor of Toward a Stranger and More Posthuman Social Studies.Erin C. Adams is an associate professor of elementary social studies at Kennesaw State University.

• ContentsAcknowledgments  xiForeword: Looking Out for Theoretical Plausibilities Vonzell Agosto  xiiiIntroduction: Always-Already on the Lookout Searching for, Enacting, and Storying Theory in Social Studies Education Bretton A. Varga and Erin C. Adams  11.  Academic’s Disease  10Tommy Ender2.  Affect as Potential: Interrupting Social Studies Education  18Peter M. Nelson3.  Beyond the Majority Rules: Anarchism in Social Studies Education  25John Lupinacci and Brandon Edwards-Schuth4.  Phobogenic Hypervisibility as the Invisibility of Black Men and Boys  32Daniel Josiah Thomas III5.  To Live Differently: Haecceity and Becoming as Concepts to (Un)do Social Studies Education  39Rebecca C. Christ6.  “Don’t Just Thank Black Women. Follow Us.”: Black Feminist Civic Activism  45Amanda E. Vickery7.  “Nobody’s Free Until Everybody’s Free”: Black Feminism’s Implications for Social Studies Education Research  53Kristen E. Duncan8.  Emphasis on Radical: Centering Black Feminist Radical Politics  59Tiffany Mitchell Patterson9.  Moving Toward Interdependent Relations and Anti-Colonial Understandings With Theories of Post-Critical Global Citizenship  65Timothy Patterson and Jenni Conrad10.  Critical Refugee Studies Encounter Social Studies  73Sohyun An11.  Decolonial Global Citizenship Education  79Theresa Alviar-Martin and Mark Baildon12.  “No Humans Involved” Revisited: What Social Studies Might Learn From Sylvia Wynter’s Examinations of Columbus and the Rodney King Trial  86Esther June Kim13.  Schools as Apparatuses of Security: Governmentality and True Power  93Wayne Journell14.  “They Got Us Warring for Our Freedom”: Toward a TrapCrit Perspective for Social Studies Education  99Kelly R. Allen15.  How Hyperreality Morphs Social Studies Inquiries  106Cathryn van Kessel16.  Intergenerational Knowledge: Embodied Archives and Silenced Narratives in Education  114Muna Saleh17.  Reflecting on the Mimetic: (Material) Double-Dealings and Duplicities Within Social Studies Education  121Erin C. Adams and Bretton A. Varga18.  Mobilities Theory and Social Studies Education  129Stacey L. Kerr19.  I’m With Them: Enacting a Pedagogy of Solidarity  135Ryan Oto20.  Choosing to Teach in Pointy Heels (and Other Postfeminist Dilemmas)  142Mardi Schmeichel21.  Psychoanalysis and Social Studies Education  148H. James Garrett22.  Queer Geography  155Sandra J. Schmidt23.  Intentionally Hidden From the Masses: (Racial) Capitalism’s Omission in the Social Studies  161Jillian Ford24.  Defiant, Playful, and Inventive: Rasquache Social Studies Theorizing  168Tim Monreal25  Witnessing Scar(ring)s: Settler Colonial Theory for Social Studies Education Research  178Sarah B. Shear26.  Sociogenesis and Social Studies Education  186Danielle I. Charlemagne27.  “Social” Sustainability and Its Implications on Teaching and Learning in Social Studies  194Yun-Wen Chan28.  Technoskepticism in Social Studies Education  202Daniel G. Krutka, Marie K. Heath, and Jacob Pleasants29.  On the Insufficiency of Counterstories: Empathic Fallacy and (Un)Expected Readers  209Noreen Naseem RodríguezAfterword: Imagining Possible Futures in Social Studies Education and Beyond  216E. Wayne RossEndnotes  223Index  227About the Editors and Contributors  238

“If I believe that democracy is for everyone, that students should learn to think and act in the community, and that it is not enough just to learn one story from history, then this book is a wonderful place to begin conversations about building that world.”—Teachers College Record