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In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

Folklife, a type of inquiry that focuses on "ways of life" as its central lens, is constantly changing. Rather than focus on cultural loss or salvaging, folklife inquiry is more powerful when it is positioned to offer insights about human experience through the sharing of personal lived histories in safe and supportive environments. At Vermont Folklife, much like museums, libraries, and historical societies, often serves as a bridge between schools and other learning spaces that want to bring community members and their life experiences into their classrooms. This article examines some of the learning activities featured in the "Teaching with Folk Sources Curriculum Guide."

Instructors of Language Arts, History, and Social Studies in the United States are tasked with helping their pupils compare perspectives across time and space. They must teach students how to locate and contextualize varied source materials--and help them develop research, writing, and citing strategies in the process. Standards of learning across the country also require students to analyze claims and practice writing for specific audiences, and to explain and analyze important social issues in the present and recent past, including civil rights, gender politics, technological and institutional change, and human migrations. Allowing students to explore, interpret, and create ethnographic materials is one way to achieve all these objectives. Large ethnographic archives, including materials provided online by the Library of Congress, offer enormous and often easily accessible riches to K-16 faculty and students. This essay explores what is to be gained from working with ethnographic collections that are relatively "bottom-up" in their orientation and structure. Accessing local collections mutually benefits teachers, students, and local archives.

Mathematical literacy has an important role in solving students' real-life problems in supporting literacy skills, teachers can use real contexts as outlined in tasks in-class learning. The Bengkulu context can be used because it is closely related to the environment and students' daily live. This study aims to produce math literacy tasks in the Bengkulu context which are valid and potential impact on student literacy. The research employed a development design with a formative evaluative model using stages of self-evaluation, expert reviews, one-toone, small group, and field tests. The subjects of the research were students in the eighth grade of a Junior High School in Bengkulu City. Data were collected through questionnaires, documentation, tests, and interviews. This study produced four mathematical literacy tasks with the Bengkulu context that met the criteria of being valid and having a potential impact. Mathematical tasks that are designed with the context can improve students' mathematical literacy activities. The use of tasks with context can be a learning resource that strengthens the introduction of students' local culture.

In Greece, Educational Radiotelevision, a department of the Ministry of Education, combines digital archiving and digital documentary making within the framework of a national competition for Greek secondary and high schools about local history. This article analyses the factors lying behind the creativity of 27 16-year-old students who created a digital archive and a digital documentary for this competition. Data were collected in the form of the teacher/researcher's observation journal, student-participants' completed pre- and post-project questionnaires, and the drafts and final products of their digital creations. The exploratory case study conducted offers qualitative data, analysed with the use of inductive thematic analysis, and draws upon social semiotics to interpret these themes through the application of textual and multimodal analysis. Data show that student-participants' creativity is incited by their motivation to have their work recognised, and it is boosted by their chance to express their cultural memory, to contribute to its formation for future generations, and also to express their student, teenage and local identities.

This article reports a local study of the presence of history as a subject in the kindergartens of Kristiansand, a municipality in southern Norway. There is no syllabus for history in the national curriculum; nevertheless, the research sought to find historical content in the kindergartens. The research method was informed by a precept of history didactics, namely that history is everywhere. Using this observation, tentative categories for content likely to feature history were formulated, and then searched for in the individual yearly plans of the kindergartens. This was supplemented by interviews. It is concluded that, in accordance with the national curriculum, history in the kindergartens is a local affair. It emerges especially through local history, visits to museums, and projects with historical features. This research was not designed to determine whether learning outcomes in history are achieved, nor to consider kindergartens outside Kristiansand. However, it references a corpus of literature on history in Norwegian kindergartens, and interacts with it. The conclusion about the presence of the subject is the same as was found for another city, Trondheim, in research by others. For international readers, the article also argues that in principle it is possible for young children to learn history orally and informally.

This study of Participatory Action Research aimed to 1) study the guideline of community based historical learning management to enhance digital citizenship of secondary school students in the Education Sandbox and 2) propose a guideline of community based historical learning management to enhance digital citizenship of secondary school students in the Education Sandbox. The research sample was 1) a team of ten faculty members and social studies teachers; and 2) a team of 5 learning management experts. Purposive sampling was used to pick 15 persons, and the study tools were 1) a document analysis form 2) an unstructured interview template 3) an Assessment form for an appropriate learning management approach. The qualitative data were content evaluated and presented in descriptive analysis. The study discovered that: (1) The study the guideline of community based historical learning management to enhance digital citizenship of secondary school students in the Education Sandbox discovered that management of community-based historical learning is a concept of history learning management together with Community-Based Learning: CBL by connecting students' understanding as local members with a sense of history in their area with the learning process by employing local history content as a learning point that leads to the development of digital-based learning innovations to promote tourism in the community, in which teachers must manage learning to engage students in designing, planning as well as choosing study areas that interest them and in the education sandbox area, some several measurements and assessments respond to education management; and (2) The propose a guideline of community based historical learning management to enhance digital citizenship of secondary school students in the Education Sandbox, it was discovered that the researcher developed a community-based historical learning management approach known as the Guideline of Community Based Historical Learning: CBHL or 3P Model, which consists of (1) Prepare; (2) Process; and (3) Present, with the results of the highest degree of suitability assessment for learning management.

This study aims to: (1) Obtain information regarding the gap between traditionally used local history learning resources and students' ability to understand the local character values of South Sulawesi Society, (2) Ascertain the opinions of students, lecturers, and the head of the History Education Study Program at Makassar State University regarding the necessity of character-based local history learning resources, and (3) Identify the local character values of South Sulawesi society intended for integration into the development of character-based local history learning resources. The research was conducted in the History Education Study Program from February to March 2023. The participants included students, lecturers, and the head of the history education study program at the Faculty of Social Sciences and Law, Universitas Negeri Makassar. The researcher employed purposive sampling techniques. Data collection methods included observations, interviews, and questionnaire distribution. Information related to observational outcomes was gathered from documents such as semester program plans, reference books used in the learning process, and the learning process itself. Questionnaire and interview instruments were developed based on predefined criteria. Likert scales were utilized for the questionnaire measurements. Interview data were analyzed through data reduction, data presentation, and conclusion. Data were interpreted and presented descriptively. Quantitative analysis was applied to the questionnaire results using descriptive analysis. Data validity was tested through data triangulation. The research findings suggest that based on the needs analysis, there is a perceived necessity to develop character-based learning resources, particularly integrating character values such as maradeka (democracy), alllempureng (honesty), agettengeng (steadfastness), assitinajang (propriety), and warani (courage) into local history content and learning as part of the pappaseng (message) culture of the Makassar Bugis tribe.

Scholars have long considered the era of modern education in Nepal as inaugurated by foreign actors in the 1950s. Based on an analysis of two central publications of the relatively overlooked educator and intellectual Jaya Prithvi Bahadur Singh, this paper aims to shed new light on the educational history of the early twentieth century Himalaya. By employing a lens of global history, the study challenges the narrative of a 'sudden arrival' of modern education in Nepal in 1950s. In doing so, the paper aims to demonstrate the relevance of Singh's thought to the global emergence of modern, progressive, and humanistic forms of education in the early twentieth century.

Histories are important, and as such this article begins with a look into how the ClimeTime network, a Washington State science education network, came to learn from (and with) Indigenous partners to design climate education that honors Native climate expertise. The article focuses first on grandmother and mother networks, listening sessions, local histories, and the relational commitments that ground this work. Then, to show how this work spread across the network and is unfolding, we offer one long case study of what is happening at the Tribal School Chief Leschi, followed by several shorter examples to create a more complete image of how non-tribal classrooms and teachers are also being guided to take up this work. Together the examples offer a much-needed vision of how to design climate learning that honors the different types of Indigenous Knowledge and practices our youth and world need.

This article analyzes the development, commercialization and demise of the Smaky school computer in French-speaking, Western Switzerland between 1973 and 1997. By examining archival material, I consider the connections between this locally assembled and used school computer, and the globally embedded economic developments during the period of investigation. I argue that, historically, the Smaky was both a product of and a response to the region's economic crisis in the 1970s and early 1980s. Analytically speaking, I critically reflect on the seemingly contradictory categories of 'global' and 'local'. Although these were politically effective among historical actors, they are of limited use in the historical analysis of digital educational technologies.

This project emerged from the voices of eight female teacher candidates of color, who wanted to address the inequitable representation of historically underrepresented groups within elementary school education. Using the Participatory Action Research (PAR) advanced by Fals-Borda, the teacher candidates designed instructional units that used archival resources to create an accurate representation of historically underrepresented groups, such as Blacks, Indigenous, and Chicanx groups, through instruction. The findings illustrated that involvement in PAR helped teacher candidates implement instruction guided by sociopolitical consciousness. The opportunity for designing and implementing instruction that counteracts the inaccurate representation of historically underrepresented groups provided emerging educators with educational empowerment to transform those instructional practices that failed to acknowledge the experiences of historically underrepresented groups. These findings indicate that emerging educators of color can use action research to create a more diverse and equitable experience within elementary school instruction.

Academic and research libraries historically lack intentional engagement with Black, Indigenous and People of Color (BIPOC) communities. This scoping review examines how academic and research library literature address social justice issues by engaging BIPOC with science, technology, engineering, mathematics, and/or medicine (STEMM) disciplines in North America. The review included published and unpublished literature by all types of library workers from varying education levels and used resources found within education databases and sources known as "grey literature." Findings identified a prevalence of BIPOC engagement via health topics with off-campus communities in comparison to limited interaction with BIPOC college and university students. A variety of engagement strategies and activities are discussed as unique opportunities and avenues for libraries to address issues related to social justice, diversity, equity, inclusion, and belonging.

Purpose: To advance understanding about the way endogenous knowledge on mangrove swamp rice (MSR) farming is transmitted, reinvented and negotiated between generations and highlight the implications this has for R4D. Design/Methodology/Approach: Long-term qualitative research using an ethnographic approach, technography and biographies of farmers. Findings: The endogenous Agricultural Knowledge and Innovation System (AKIS) is dynamic but faces shortcomings owing to socio-environmental changes. This highlights the relevance of knowledge exchanges from multiple sources, eroding the divide between endogenous and exogenous from the farmers' point of view. For positive exogenously induced socio-technical change to occur, external actors must fully understand the conditions under which (a) endogenous knowledge is produced and reinvented and (b) endogenous innovations flow among farmers. This will then allow the co-production of innovations adapted to each specific agro-ecological, cultural and socio-economic context, leaving them to be further transformed and refashioned by smallholders to meet their individual 'dispositions' and generate the roots necessary for a strong AKIS. Practical implications: This paper highlights the importance of locally embedded processes of learning and innovation, the better understanding of which can provide a more solid basis for the co-production of technologies and the establishment of an AKIS. Theoretical implications: This paper improves understanding of socio-technological change in smallholder agriculture by focusing on endogenous processes of learning and innovation. Originality: This paper advances the knowledge on endogenous processes of learning and socio-technical change in smallholder agriculture.

The disappointing results of the 2022 National Assessment of Educational Progress (NAEP) in Civics and U.S. History have further fueled the call for consistent, high-quality social studies instruction. The response by the National Council for the Social Studies (NCSS) highlighted the imperative for early grades, claiming "the lack of a solid and daily foundation in social studies learning beginning in early childhood and elementary grades" was a key contributor to declining performance. In this article, the author posits that local history is an effective approach to powerful social studies when it builds from children's prior knowledge in personal and tangible ways. The author describes an inquiry approach that uses experiences of children who lived in Beaumont Mill Village to answer the question, "Did children in the past live like me?"

The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a "problem" that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions -- Latin America, Africa and Europe -- studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial--temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.

In this artistic essay using (re)photography, we analyse two interactions in a Washington DC, classroom that features a play-based approach to child development. The pioneers of early childhood education helped frame play as a method of learning. However, the racial memory of a place continuously disturbs this pioneering conceptualisation of the play-based approach. Adopting Avery Gordon's (2008) notion of haunting, this essay unsettles the play-based approach to learning by evoking our sense of unease, which derives from articulating children's play with the racial history of the local community. We invite the readers into our affective connections with the place to show how child's play becomes a gesture by which to create a space to remember or honour a ghost. In doing so, we hope to show how we critically mobilised the pioneering conceptualisation of the play-based approach.

One of the longer-term effects of poststructuralism and its principles, in particular deconstruction, has been to direct fresh attention to reading as an ethical practice. A re-focus on the ethical responsibility of the reader is part of a large, historic process of moving beyond 'structuralism' -- a name for the formerly-dominant paradigm of the academic disciplines, which embedded false ideas based on sexism, racism, and scientism in the heart of philosophical theory. We will consider how ethics applies to reading in our local milieu; a nation founded on a bilateral relationship between British settlers and iwi Maori, which was inscribed in 1840 in a national treaty, the Treaty of Waitangi/Te Tiriti o Waitangi. We read everything we see around us as part of a system of meanings determined by local histories and cultures. What does it mean to be 'read' as a Maori, a Pacific, or a Pakeha/White person in the local educational contexts of university and school, and what are the implications of different (cultural) forms of reading in a complex community?

This study discusses students' responses and perceptions on the e-book of Local History of West Java (Indonesia) developed by the researchers. It uses a Research and Development approach and experimental method. Data collection techniques used in this study are observation, interviews, and focus group discussions with interactive model data analysis. The research subjects were students and teachers of high schools in West Java. They were taken as the subjects as they can represent the region. The History E-book is, however, published on ebooksejarah.id page while the system was developed by using SDLC (Software Development Life Cycle) Waterfall model. The results of the study indicate that the components of the e-book on the aspects of the materials, presentation, and completeness are overall suitable to be used by students. The materials are considered to be still inapplicable and not contextual. Further, they are still lack of latest issues as well as photos/illustrations. The study of student responses on the e-book reinforces that the zoomers (those belong to Generation Z) prefer to digital learning media because their social life belongs to the online world. Local history e-books should better adapt to the learning style of Generation Z, who prefer visuals and hands-on experiences to reading texts. Thus, e-book development needs to be equipped with various learning media in short audios and video explainers, animations, and infographics.

The modern methodology of teaching Russian connects training with the formation of a several of important competencies, the key role of which is played not only by linguistic, communicative, but also linguistic local studies, within which linguistic studies are also recognised as a component of sociocultural competence. To study the culture of a country where a foreign student is located, the personality traits of speakers, their picture of the world. This approach is relevant in the field of training teachers for their further professional implementation in a multicultural space, as well as their familiarisation with the national moral, cultural and historical values of their people. And in this sense, it is the local history text as a didactic unit of instruction that can be considered the necessary link for the realisation of the trinity, in which, when used wisely, language, culture and human activity are combined using the interconnection of words, text and artefact.

As storms become more intense and sea levels rise, coastal cultural institutions are seeking ways to protect and preserve their collections within the challenging context of limited budgets and human resources. These institutions are not alone in their consideration of climate change risk; coastal colleges and universities, which are also threatened, are striving to develop strategies of adaptation and preparation. Collaborations between institutions of higher education and local communities have developed general municipal climate change adaptation and mitigation plans, but historical and cultural resource preservation have not been a focus in this work to date. This article describes a service-learning collaboration between a public R1 university and a small local history museum in coastal Florida, including methods and outcomes of three major course projects, to model how student labor can help meet historical preservation and adaptation needs while also fulfilling the learning outcomes of a public history course.

The article describes and summarizes the experience of conducting local history educational and productive practice for students of the first (bachelor's) level of education, majoring in "History and Archeology" at the School of History, V.N.Karazin Kharkiv National University (Ukraine). The authors show that the set of principles and research methods, being the basis of this investigation, ensures reliability of the analysis and representativeness of the results. A review of the latest publications on the topic confirms its relevance and lack of development in the specialized literature. The article substantiates the important role and significance of the local history educational and productive practice for further professional activity of the future graduates. The authors explain the main approaches to the organization of this form of educational activity in traditional conditions (among such approaches--the implementation of creative projects in small groups, excursions and expeditions). The article reveals the changes that took place in the process of organizing and conducting local history educational and productive practice after the outbreak of the coronary crisis. The approaches and methods, developed for the distance passing of local history educational and productive practice, may be useful after returning to the traditional system of education. The authors, using a correlation-regression analysis of the ratio of the number of students who underwent local history educational and productive practice and the number of students--speakers at the International Local History Conference of Young Scientists, found a moderate correlation between these indicators. The article concludes that the local history educational and productive practice encourages students to further research activity in the field of local history.

Rural America is experiencing an era of unprecedented demographic change, as rural communities of color are growing--an expansion that is necessary for keeping rural America thriving. But racial and class inequality divides many rural places, threatening rural students' education and rural communities' well-being, and the current pandemic is already exacerbating these divides. If these inequalities go unchecked, they will jeopardize rural communities across the country. Education leaders play an important role in addressing these inequalities. Policymakers must spend time in rural communities and schools, getting to know their unique obstacles and opportunities and, importantly, their most pressing equity issues. They should partner with rural leaders--school administrators but also community leaders like pastors and organizers--to design policies. These policies must account for the local context, such as a town's brutal racial history or the effects of a recently closed mill or long and mountainous bus routes. These details will dramatically shape a policy's effectiveness. Policymakers must change education funding formulas: relying on property taxes to fund schools only perpetuates educational injustice. Rural schools need policies that promise all students, no matter where they live, a well-resourced, community-responsive education.

Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest. [This paper was presented as a research paper at the International Congress on Organisational Management (2020).]

The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students' competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level 0.01. The developed curriculum was evaluated by the students at medium level of its feasibility.

The objective of this research is to: (1) explore historical background through a participatory workshop on the legend of Phra Nang Malika of Wiang Malika in Lanna; and (2) create indigenous history learning resources through mural painting and picture book, the legend of Phra Nang Malika, in Mae Ai Luang Temple Chiang Mai Province. The samples included the following: (1) 22 community leaders, monks, school administrators, teachers, village philosophers, and youth representatives; (2) 8 indigenous technologists; and (3) 5 learning management specialists. Purposive sampling was used to choose a total of 35 individuals. The instruments used in the research were an unstructured interview, a knowledge synthesis form to create murals, and a validity assessment form; and (4) a performance evaluation form for a picture book regarding indigenous history. Quantitative data were examined using statistical software to determine the mean and standard deviation. Qualitative data were analyzed using content analysis and presented in a descriptive format. The findings indicated that: (1) in Mae Ai district, the legend of Wiang Malika and Phra Nang Malika is a legacy of Chiang Mai Province, which is related to the history of Fang, and Phra Nang Sam Pew, which is connected to the Lanna Kingdom's historical growth. In terms of trade, politics, governance, and religion, for example, is considered the role of women as rulers or kings, which exemplifies the notion of feminism throughout history and influencing the development of the Lanna Kingdom's later age; and (2) the outcome of the development of learning resources on indigenous history through murals and picture book at Phra Nang Malika in Mae Ai Luang Temple, Chiang Mai Province, through "the Mahabowon Model of Social Studies Learning Network or CMUR Model" resulting in educational materials on indigenous history that integrate the cooperation of universities, communities, temples, and schools, resulting in high-quality knowledge of indigenous historical record. A summary of the indigenous history picture book is also included. The appropriate sampling value is most suitable ([x-bar]=4.57, SD=0.37).

Tina M. Ellsworth and Toni Gates center their article around stories of Black joy, agency, and resistance of Black Kansas Citians. Ellsworth and Gates' collaboration demonstrates how educators can effectively construct partnerships between schools and grassroots organizations. The authors of this piece will guide educators in ways to find local Black history in their cities, show how to draw on the IDM example, and provide lesson suggestions.

This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors' scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives.

This study analyzes the use of community-based pedagogy in a social studies methods course to encourage teacher candidates to initiate similar practices in the classroom. Through a culturally sustaining framework, community-based pedagogy encourages teacher candidates to center the assets, knowledge, and experiences of students, families, and local communities in social studies education. This critical qualitative research project examines the possibilities and complexities of teacher candidates conceptualizing, experiencing, and practicing community-based pedagogy in social studies education. The findings demonstrate how the use of community-based pedagogy in teacher preparation may expand the aim and scope of social studies. The implications discuss how teacher educators may collaborate with students, families, school district partners, and intergenerational community members in developing community-based teacher preparation in social studies and beyond.

This article shares the outcomes of a collaborative project between multimedia writing students and a local history center in which students created online exhibits about an important event in labor history: the Battle of Blair Mountain. The main outcome discussed is the enhancement of place-based literacy, including complication of simplistic narratives about place, illumination of less visible stakeholders, deeper understanding of hidden identity markers, and contextualization of relationships between artifacts and personal histories. Ultimately, this article demonstrates the value of archival research and the stories such research unveils as a means to re-imagine places and their people in more ethical, nuanced representations.

Historic newspapers contain a treasure trove of information about past student musicians, band and choir directors, performance venues, programs, performances, community engagement, and more. Examples, illustrating local news coverage of student activities are available - with countless other examples from across the United States - from Chronicling America (https://chroniclingamerica.loc.gov/). It was created and is supported by the National Digital Newspaper Program, a joint partnership between the Library of Congress and the National Endowment for the Humanities (NEH). These government agencies formally launched the Chronicling America program in 2004, growing the initiative from the NEH's United States Newspaper Program (USNP), an earlier effort to catalog and preserve millions of pages of historic newspapers in every state.

This article examines the history of youth educational programming at a Kansas City nonprofit called El Centro, Inc. Youth educational programming has been a focal point of El Centro's programming throughout its history. It is a part of a larger historical research study that investigated the forty-seven-year history of the organization. The social, political, legal, and economic contexts surrounding the organization's journey were investigated and are touched on in this article. Susan Kenny Stevens' Lifecycle Model was used to organize the larger study and, subsequently, this smaller piece of El Centro's history follows the same chronological sequence. The study was largely based on document analysis in evidencing the story and included oral histories to supplement the written documentation. This article in particular provides a broad overview of three major programs in youth education that grew over 40 plus years: the Migrant Education Program, the Students as Teachers Program, and ultimately the Academy for Children at El Centro, Inc. Consolidating this story in one place and for others to read highlights the untold successes of El Centro and recognizes the community it serves.

The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this approach, art, history, geography, economics, technology, and civics are integrated into an engaging inquiry lesson.

In a time of fraying community and interpersonal relationships, rural school and community leaders are in search of research-based approaches to strengthen connections and sustain relationships among their students and community members. This article reports the findings from two studies (Moore, 2023; Weikert, 2022) documenting how and why, during the height of the pandemic, rural leaders from a community museum and local school came together to use local history and knowledge to design a museum exhibit and a K-12 curriculum about the pandemic and vaccines. The article describes the museum's place-conscious development process of the exhibit titled, "Shots Felt Round the World: Dr. Maurice Hilleman and the Montana Origins of the Fight Against Pandemics" to invite visitors to view the COVID-19 pandemic and vaccine development through local histories of infectious disease and healthcare. The article also describes how a curriculum for students in kindergarten through 12th grade (K-12) titled, "Hilleman & Vaccines: Connecting Culture to Scientific Curiosity" was created in tandem with the exhibition by the museum's Teacher Advisory Council to connect students to local history and knowledge to promote student learning through the integration of math, science, history, and critical thinking. Findings reveal that while the subject of vaccines is politically charged, the emphasis on local history and knowledge allowed both museum and K-12 audiences to find common ground, learn about the subject through a local lens, and strengthen school and community-school connections. The article concludes with recommendations for how rural schools and communities can use local knowledge to contribute to cross-community connections and vitality.

This article is based on a 2-year TLRI-funded research project that examined how three early childhood centres explored the ways in which walking, reading, and storying the land with teachers, community members, iwi, and whanau enabled children to experience and learn about their local area, its stories, geology, biodiversity, and cultural meanings, and envision democratic socioecological futures. This article focuses on Pakuranga Baptist Kindergarten, one of the research settings that participated in this study. It analyses how the kindergarten's inquiry-based approach, relational pedagogy, and use of walking, storytelling, and arts deepened children's knowledge, understanding, and relationships with people and place.

In this piece, the author outlines ways in which elementary educators can integrate local history across the curriculum and engage elementary students. She argues that this approach is a powerful opportunity to engage students' interests and excitement. Exploration into local history is an instructional experience that demands a variety of content, skills, and strategies while focusing on the learning of people, places, and events.

This article outlines the development of a leadership programme for senior students involved in co-leading a Year 9 cross-curricula "Festival of Learning" known as Hui Taurima. The focus is on the Maori student leaders' perspectives of a place-responsive approach to developing leadership that drew on the expertise of school staff, mana whenua, community members, and located that learning in places of significance. Students valued the centring of culture and place as integral to their development as leaders and they appreciated the authenticity of a place-responsive approach to learning. This article has relevance for educators looking to build student leader capability within their school community.

It was a quest that began over three decades ago when the author began teaching at the Owen Sound Collegiate and Vocational Institute (OSCVI) in 1984. The school had a long, storied history dating back to 1856 when it first opened its doors to students from Owen Sound and the surrounding area. As a teacher of a survey course in Canadian history for grade 10 students, the author endeavored to highlight the connections to the school and their community. Researching and documenting the experience of the OSCVI's war dead would offer an engaging way to learn history and a window into the Historical Thinking Project's six Historical Thinking Concepts. Changes in history education, with an emphasis on critical thinking by embedding the Historical Thinking Concepts into the curriculum, introduced students to the craft of the historian. They have unearthed resources in their community, enriching the historical record of the OSCVI's war dead and the understanding of conflict.

The Social Studies course covers many opportunities for students to actively learn-by-doing and learn-by-living outside of the school and classroom environments. In this context, the present study aims to identify how the Social Studies Curriculum in Turkey (Ministry of National Education [MoNE], 2018) supports learning in environments outside of the school; the study also aims to determine the extent to which such learning opportunities are actualized in the activities found in the Social Studies textbooks published during 2019. The current study adopts a qualitative document analysis method. The textbooks to be examined for this study are the Social Studies 4th Grade to 7th Grade textbooks which are printed in 2019 and prepared by different authors and publishing houses. Such textbooks are also listed on Education Information Network (EBA), an official website affiliated with the Ministry of National Education, and the current Social Studies Curriculum (MoNE, 2018). It was determined as a result of the study that most of the activities related to outof-school teaching and learning in the Social Studies Curriculum (MoNE, 2018) occur at 4th Grade and 5th Grade; also the number of such activities gradually decrease across higher year or grade levels. The greatest amount of activities related to out-of-school education in the Social Studies textbooks are found in the 5th Grade. Homework activities, and other activities such as trip-observations, project assignments, oral history, local history, research assignments supported by family participation, and out-of-school activities including interviews were found in these textbooks. Homework is used the most among the out-of-school learning focused activities. Results from the study concludes that many out-of-school activities covered in the Social Science textbooks are carried out as classroom activities because of the uncertainty about how learning can be achieved in out-of-school learning environments. In contrast, numerous gains are specified by out-of-school education, therefore such gains have been transformed into out-of-school activities in the textbooks for the Social Studies curriculum.

Social studies teachers have to design classroom instruction to prepare students to be future democratic citizens. This means that middle school students need learning opportunities to grapple with issues of racism in our country's past and present. In this article, I discuss a six-day research project implemented in a sixth-grade U.S. history classroom in the Birmingham metropolitan area. These sixth-grade students explored the convict-leasing system that was constructed to fill the need for workers at Birmingham's founding that played upon existing racial prejudices. Findings from this qualitative study are discussed that show how these sixth graders articulated the racism present within Birmingham's convict-leasing system at the end of the 19th century and beginning of the 20th century. Data were collected from coding students' completed graphic organizers with analyzing primary sources about the convict-leasing system. Additionally, students' writing prompts designed to take civic action against the convict-leasing system were coded for themes of how they discussed racism present at Birmingham's founding. Through examining emergent themes from this study and exploring racism present at Birmingham's founding, this study presents an approach that can be duplicated for students to explore racism in U.S. history that is still faced in contemporary American society.

This paper records how a group of high school second-language English learners in an international school studied their host country's cultural heritage. The school enrolls international and host country students and both groups of students participated in this study. They collaborated on a cultural project that involved using host country heritage as a way to develop language proficiency. During the process, students looked for commonalities among different cultures, inquired into the past, and developed both speaking and social skills. As they attempted to discover the intricacies of the local community and its culture, they had to use skills and strategies that increased the likelihood of successful interaction. Their academic engagement increased and at the same time, their intercultural sensitivity was increased.

This article reports on a service learning project in a South African primary school teacher education programme, as experiential and practice-based pedagogy in a social studies methods course. We aimed to broaden understanding of service learning as a form of non-placement work-integrated learning for the development of teacher professional competencies. Student teachers drew on topics in the middle school social studies curriculum and incorporated Indigenous geographical elements with local community history in the design of a service learning 'gallery walk' for Grade 5 learners. Using a generic qualitative design, data were generated from students' and teachers' reflective journals, lesson plans, photographs and video recordings. It was analysed for common content themes and prominent discourse markers of students' developing professional knowledge and competencies. The findings provide evidence of deepened student learning, particularly on the influence of context and curriculum differentiation and how their struggles with group work enabled the development of collaboration and cooperation required by professionals. In addition, the service learning prompted changing notions of citizenship and reciprocity of learning.

NCSS's framework for social studies education, "The College, Career, and Civic Life (C3) Framework for Social Studies State Standards," is centered on the concept of inquiry. As social studies teachers have worked to incorporate historical inquiry, many have understandably emphasized the teaching of historical thinking and democratic citizenship skills. While these approaches have fostered important shifts in instruction, the authors argue that students must also develop activist thinking, which involves learning how movements are formed and sustained, leading to larger social change. The "C3 Framework" notes that historical inquiries should focus on helping students understand "interdisciplinary challenges in our social world." To do so, those inquiries must teach PreK-12 students how to take informed action collectively. The authors offer three vignettes that illustrate how students can develop activist thinking in their history classrooms.

I use Edward Said's (in: Culture and imperialism, Vintage, 1993) theory, that nations 'are narrations: who owned land, could settle, plan its future, are all stories of imperialism. The history teacher could not only consider 'what to read', but also 'how to read' taking account of the processes of imperialism; of the macro-history of world systems and micro-history of individuals within these. I examine Said's theory in the context of New Zealand history, looking at four interconnected aspects: expropriation of land, trading in goods, appropriation of botanical knowledge, and the place of education in telling the story of the nation. I suggest that using this as a model, teachers can seek out local stories, ensuring several perspectives are heeded and linked to the bigger narratives of the colonial past and present.

This paper describes how a three-day summer workshop on using primary sources helped teachers increase the emphasis placed on disciplinary literacy when teaching social studies and history. Two specific issues in teacher education and practice are addressed. First, increasing teachers' content knowledge of history topics can help them plan lessons that connect local and global events. Second, content area reading requires literacy practices, which are unique to disciplines. Therefore, teachers need to apply historical inquiry and disciplinary literacy methods in the curriculum.

The study presents the preliminary results of a project having as an overall objective to examine whether digital games have an impact on teenagers' cultural identity formation. Having completed the first stage, the results regarding digital games' impact on knowledge about local history are reported. Thirty high-school students from the island of Nisyros studied the local history, culture, traditions, and customs of their island, using printed material, board games, and digital games. Data were collected using evaluation sheets and a short questionnaire. The results indicated that the digital games were more effective in terms of knowledge acquisition compared with the other tools. Moreover, students were more motivated to learn and enjoyed their teaching more using this medium. Implications for research and practice are also discussed.

The objective of the current study is to experimentally test the pedagogical conditions aimed at ensuring the efficient formation of sociocultural competence in foreign students by using local history texts in the lessons of Russian as a foreign language (RFL). The efficiency of the formation of sociocultural competence by including linguistic and local history information was revealed by means of an experiment using the methods of observing students during the educational process, questionnaires, testing and conversations between students and teachers. The results of the experiment conducted in two groups, a control group (CG) and an experimental group (EG), show that the inclusion of local history texts in the process of studying Russian as a foreign language significantly increases students' interest in intercultural contacts, develops respect for the customs of another culture, fluent speech, deepens the knowledge of norms and values of one's native culture and other cultures. It was revealed that after conducting the experiment, the number of students with an advanced level of language proficiency in the experimental group increased from 8.8% to 23.5%, while in the control group it decreased from 11.8% to 8.8%. The results obtained during the experimental work make it possible to conclude that the level of sociocultural competence in the experimental group, consisting of preparatory course students who were trained with the use of local history texts, is higher by all the components than in the control group of students who studied Russian without using local history texts. These results are indicative of the positive experience of the formation of linguistic competence as part of sociocultural competence in the lessons of Russian as a foreign language at the Yelabuga Institute of Kazan Federal University and the possibility of its further use.

Research in media literacy seeks to understand multiple branches of inquiry, including the practice of media production. Youth in Maine have produced media independently and in organized venues for more than 50 years. This paper describes results from surveying primary source materials produced by youth in Maine between 1960 and the 2000s. Research started with media artifacts, looking to primary source materials to understand what, if anything, can be revealed from their content. A deep dive into the provenance of archival collections uncovered stories of a local history of youth media production, and expanded the inquiry to identify who was teaching it, how it was being supported, as well as what artifacts exist from those events. This local history of youth media production suggests a case where media literacy skills associated with creating media texts spread through practitioners as a result of funding, education standards, advocacy, and missionary style promotion.

Background: Social transformation in South Africa is a sensitive issue because of the historical realities of segregation and past injustices. Aim: To address transformation, Visual Communication Design students were asked to design an exhibition, event, sculpture or garden to memorialise the forced removals that took place on the site of the current Arts and Social Sciences Building of Stellenbosch University and to thereby contribute with their own 'voices' to an event or exhibition. Setting: The focus of the project was to memorialise the forced removals that occurred on the place known then as Die Vlakte. The aim was to investigate the reactions of students and community members to explore how a visual communication project prepared them or failed to prepare them for dealing with social injustice. Methods: A case study research design was applied, and inductive qualitative content analysis was used in processing and organising data. The theoretical framework included critical citizenship education, social justice, pedagogy of discomfort, shame and white shame. Results: Critical citizenship education may form part of pedagogies of discomfort, and shame may be used positively as we ask students to negotiate emotionally charged subjects through visual communication. Conclusion: As the case studies have shown, students are capable of identifying sources of discomfort and growing from them to perceive a local historic event in a more sensitive and inclusive way.

Local history should be taught in history courses. It enables students to investigate and learn geography, form connections between past and present, and gain important life skills. This study analyzes the views and practices of Turkish history teachers vis-a-vis local histories in a qualitative study. The focus group consisted of 12 history teachers working in the central provinces of Kayseri city. Researchers used semi-structured interviews to collect data, and used qualitative analysis, explanatory and deductive codes to explore emerging patterns in the data. Our data show that local history lessons facilitate greater knowledge of local geography and culture. Conversely, teachers reported financial issues, lower teaching hours, and disinterested students when implementing local history curricula. According to these results, our researchers provide recommendations to better implement local history activities in the classroom.