Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Jeffrey Byford​

Committee Member

DeAnna ​ Owens-Mosby​

Committee Member

Laura Casey

Committee Member

Logan Caldwell

Abstract

This study examined how citizenship education has been defined, discussed, and framed in major social studies journals between 1980 and 2025. While citizenship education has long been identified as a central purpose of social studies, its meaning has shifted in response to changing political, social, and educational contexts. The purpose of this study was to identify patterns and trends in how citizenship has been conceptualized in professional literature over a 45-year period. A qualitative content analysis was conducted using articles published in three prominent social studies journals. Articles were selected using predetermined criteria and analyzed for definitions of citizenship, contextual framing, and associated pedagogical approaches. Data were coded and organized into thematic categories to allow for cross-decade comparisons. Findings indicated that citizenship education remained a consistent focus across all time periods, but its framing evolved. Earlier literature emphasized civic knowledge, democratic values, and national identity, while later work reflected greater attention to inquiry, civic participation, and global perspectives. Across the literature, citizenship was consistently presented as a multidimensional concept involving knowledge, skills, and dispositions necessary for democratic engagement. This study contributes to the field by providing a systematic analysis of how citizenship education has been represented in professional discourse. The findings offer insight into the priorities that have shaped social studies education and provide a foundation for future research and practice.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access.

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