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dc.contributor.authorAlvey, Elaine
dc.date.accessioned2024-02-22T20:53:00Z
dc.date.available2024-02-22T20:53:00Z
dc.date.issued2023-10-05
dc.identifier.citationAlvey, E. (2023). Limiting possibilities: The imagined futures of social studies teachers. The Social Studies, 1-12. https://doi.org/10.1080/00377996.2023.2264609en_US
dc.identifier.issn2152-405X
dc.identifier.urihttp://hdl.handle.net/11122/14860
dc.description.abstractThis paper analyzes the imaginings of sustainable futures and possibilities for action toward these imaginings articulated by social studies teachers. Participant stories about a day in the life of an imagined future largely leave intact major systems and discourses including those which have actively contributed to problems they identify including climate change. I argue that weakened imaginations and aspirations of possibility function to increase toleration for the most traumatic ecological tragedies both impending and already unfolding. Importantly for the field of social studies education, this data illustrates that while teacher participants consistently articulated desires to include issues of climate crisis in their social studies classrooms, they lack robust understandings of the possibilities for action in the face of complex environmental or climate justice challenges.en_US
dc.description.tableofcontentsAbstract -- Collecting representations of aspiration -- Imagined aspirational futures -- Action toward aspiration -- Conclusion -- Disclosure statement -- Footnotes -- References.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.subjectteacher educationen_US
dc.subjectimaginationen_US
dc.subjectclimate change educationen_US
dc.titleLimiting possibilities: The imagined futures of social studies teachersen_US
dc.typeArticleen_US
dc.description.peerreviewYesen_US
dc.identifier.journalThe Social Studiesen_US


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