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The purpose of this paper is to critically examine and address the historical gender biases within heritage tourism, particularly focusing on the marginalisation of women’s narratives, and subsequently, to advocate for a more inclusive and gender-neutral approach in both the interpretation and management of cultural and heritage tourism.

Rather than adhering strictly to one methodological tradition, the pragmatist framework for this study involves a cursory review of extant academic literature pertaining to the historical representation of women in heritage tourism. Since pragmatism acknowledges that theories are context-dependent, the review is coupled with a discerning reflection on our own extensive body of work spanning the last 15 years, particularly focusing on gender dynamics and women’s roles within the broader context of tourism studies.

Findings advocate for investigating the use of women’s histories to foster diversity in cultural heritage and heritage tourism; highlighting marginalised indigenous and migrant women; examining the impact of inclusivity changes on urban spatial practices; and advancing historical methodologies for non-Anglo women’s histories in heritage tourism.

The paper underscores a positive shift in the tourism academy towards recognising diversity in research and, in line with this, contributes to a prospective research agenda that advocates for the nuanced exploration of women’s histories in the promotion of diversity and inclusivity in cultural heritage and heritage tourism management.

本文旨在批判性地审视和解决遗产旅游中的历史性性别偏见, 尤其关注女性叙事的边缘化, 进而倡导在文化和遗产旅游的解释和管理中采用更具包容性和性别中立的方法。

本研究没有严格遵循一种方法论传统。本研究的实用主义框架涉及对现有学术文献的简要回顾, 这些文献与女性在遗产旅游中的历史表现有关。由于实用主义承认理论是依赖于具体情境的, 因此该综述结合了对我们过去15年广泛研究成果的敏锐反思, 特别关注旅游研究大背景下的性别动态和女性角色。

研究结果倡导利用女性历史来促进文化遗产和遗产旅游中的多样性; 强调被边缘化的土著和移民女性; 研究包容性变化对城市空间实践的影响; 并推进在遗产旅游中对非英裔女性历史的历史研究方法。

本文强调了旅游学术界在研究中逐渐认可多样性的积极转变, 并据此为未来的研究议程做出贡献, 提倡在文化遗产和遗产旅游管理中通过详细探讨女性历史来促进多样性和包容性。

El objetivo de este artículo es examinar y abordar críticamente los sesgos históricos de género en el turismo patrimonial, en particular centrándose en la marginación de las narrativas de las mujeres y, posteriormente, abogando por un enfoque más inclusivo y neutro desde el punto de vista del género, tanto en la interpretación como en la gestión del turismo cultural y patrimonial.

En lugar de adherirse estrictamente a una tradición metodológica, el marco pragmatista de este estudio implica una revisión somera de la literatura académica existente sobre la representación histórica de las mujeres en el turismo patrimonial. Dado que el pragmatismo reconoce que las teorías dependen del contexto, la revisión se complementa con una reflexión perspicaz sobre nuestro extenso corpus de trabajo de los últimos 15 años, centrándose particularmente en la dinámica de género y en los roles de las mujeres en el contexto más amplio de los estudios de turismo.

Las conclusiones abogan por investigar el uso de las historias de mujeres para fomentar la diversidad en el patrimonio cultural y el turismo patrimonial; poner de relieve a las mujeres indígenas y migrantes marginadas; examinar el impacto de los cambios inclusivos en las prácticas espaciales urbanas; y avanzar en las metodologías históricas para las historias de mujeres no anglosajonas en el turismo patrimonial.

Este artículo subraya un cambio positivo en la academia de turismo hacia el reconocimiento de la diversidad en la investigación y, en consonancia con ello, contribuye a una agenda de investigación prospectiva que aboga por la exploración matizada de las historias de las mujeres en la promoción de la diversidad y la inclusión en la gestión del patrimonio cultural y del turismo patrimonial.

The purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.

Case study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.

Major findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.

In light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.

This paper aims to trace the roots and development of Consumer Culture Theory (CCT) through the eyes of major participants in this field of study.

The report is a qualitative essay based on data accumulated and integrated from several directions: the CCT literature, reminiscent versions by significant scholars, and participant/observation by the author.

The CCT conferences began in 2005, sparked by the contribution of Eric Arnould and Craig Thompson. However, earlier versions are traced through the growth of interest in the study of consumer behavior starting in ancient times and spurred by the surge of post-World War II prosperity and technological advances. The expansion of consumer studies through the Association for Consumer Research (ACR), the Journal of Consumer Research (JCR), and the Heretical Consumer Research (HCR) were precursors of CCT. Perspectives are provided by Shankar and Patterson, Mark Tadajewski, Russell Belk, Fuat Firat, and Markus Geisler, with a special emphasis on early roots by the author.

The paper is novel in its application of The Rashomon Effect which shows how different scholars perceive a particular historical phenomenon. It is also a useful example of the qualitative orientation of CCT culture and style in studying situations, both contemporary and historical, to gain holistic insights.

The purpose of this paper is to outline the SOURCES framework for teaching with primary sources and document why it is imperative that students utilize a variety of sources, as they become aware of the power of history and become more proficient at discussing, expressing, and persuasively defending opinions about various issues and topics from history. The focus of the inquiry investigations outlined is on the agentic power of women throughout the American history.

To initiate and cultivate historical thinking practices and working with primary sources with students at various levels of expertise, it is important to properly scaffold the learning process and allow opportunities for students to successfully build historical thinking skills. The lessons shared will demonstrate how teachers can enable students to interact with children’s literature, other resources, and to examine primary and secondary sources to think critically and historically.

Through the use of the SOURCES Framework, students are given the opportunity to learn about historical agents in an authentic manner and can find ways to serve as their own agents of change.

Students need to understand that civic participation is a necessity of our American democracy and that women from the past and today have been and are continuing to encourage the legacy of civic participation. These women deserve to be heard and should be learned about in our social studies classroom today. Framing an inquiry about the agentic powers of women, using the SOURCES Framework, will encourage authentic inquiry, corroboration with different sources before making assertions, and the construction of evidence-based narratives. Ultimately, this will also inspire students to be their own advocates in their world around them and become active members in our greater society.

This is an original piece that documents how students can think historically, utilize sources, and think about their own agentic abilities. The SOURCES Framework has been utilized in a variety of ways and has been tested in grades K-16.

In this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained professional development (PD) for elementary teachers on integrated social studies instruction.

The authors detail the development of a PD sequence that included two 45-minute whole-group PD sessions and two days of individual and small-group school-day coaching for each school in the district. The ultimate goal of this PD was to provide the classroom teachers with the pedagogical content knowledge to meaningfully integrate social studies and English language arts (ELA) in their classrooms.

The collaboration between the university faculty member and the district administrator allowed for the development of meaningful, sustained PD for the classroom teachers.

This work has implications related to the development of PD to integrate social studies and ELA for university faculty working with teachers in school-based settings and for school administrators seeking to provide more PD for their teachers.

We examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.

Qualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.

Students responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.

Documenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

State and national initiatives place an increased emphasis on both students’ exposure to diverse texts and teachers’ integration of English/language arts and history/social studies. The intent is for students to critically examine diverse accounts and perspectives of the same historical event or era. Critical examination can be accomplished through teachers’ purposeful juxtaposition of age-appropriate, engaging trade books and relevant informational texts, such as primary source materials. To guide interested elementary and middle level teachers, researchers can evaluate trade books for historical representation and suggest divergent or competing narratives that compel students to scrutinize diverse perspectives. Researchers can locate germane primary sources and modify them in ways that maintain their historicity. As students read, they scrutinize, contextualize, and corroborate sources, which enables them to actively construct historical understandings. We examined children’s literature centered on child labor. We juxtaposed trade books targeting elementary students with those intended for middle level students. While our findings revealed various forms of historical misrepresentation, child labor trade books appear far more historically representative than those centered on slavery.