Call for Submissions - Transitioning to Social Studies Education (University Press of Kansas)

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Call for Submissions
Transitioning to Social Studies Education
University Press of Kansas
Editors: William S. Cossen (The Gwinnett School of Mathematics, Science, and Technology) and Thomas D. Westerman (Porter-Gaud School)

As the higher education history job market continues to contract, historians seeking fulfilling professions allowing them to draw on their academic and pedagogical training may be wondering how to pursue one of these “alt-ac” careers. One potential route that provides the opportunity for scholars to continue teaching in their fields is social studies education.

The transition from higher education to primary and secondary education can be a confusing one, but it is a transition that is navigable and that can allow job seekers to maintain an active and vital role in the humanities and public outreach.

To shed more light on the pursuit of a teaching-centric career for recent History PhD and MA graduates, we are seeking contributions from current teachers with backgrounds in academia (from both public and independent schools and from primary and secondary institutions) and from directors and professors in college/university social studies education programs to discuss moving from academia to primary and secondary teaching and to provide practical, pedagogical advice for those ready to begin instructing at these levels.

Potential topics on this career transition include:

  • Job search strategies
  • Transforming a CV into a teaching resume
  • Professional licensure and alternative certification programs
  • Continuing education and professional development
  • Differences in workplace culture between higher education and primary/secondary institutions
  • Independent vs. public schools
  • Transforming lectures into lessons

Potential topics on primary and secondary teaching include:

  • Pedagogy
  • Maintaining research as a full-time teacher
  • Differentiated instruction
  • Formative and summative assessment strategies
  • Instructional technology
  • Research and historiography in the classroom
  • Professional service (e.g., coaching, club sponsorship, academic advising)

If you are interested in proposing a short essay for this volume, please send a brief CV/resume and 300-word abstract to and Essays will be between 4000 and 4500 words. Abstracts are due November 15, 2019. Acceptances will be sent by December 31, 2019. Final contributions will be due by September 15, 2020.