Theory and Research in Social Education (TRSE) is arguably considered the flagship journal of research in social studies education. TRSE has been published on an uninterrupted basis for more than 40 years, dating back to its first publication in October of 1973. Given the longevity of TRSE and its status within the social studies field, the journal has given considerable attention to the cause of citizenship and citizenship education, a cause the social studies field agreeably prides as its governing rationale and source of academic responsibility. According to its mission statement, TRSE serves to "foster the creation and exchange of ideas and research findings that will expand knowledge and understanding of the purpose, conditions, and effects of schooling and education about society and social relations"(NCSS, 2012, para. 1). As such, this dissertation study examines the creation and exchange of ideas concerning citizenship within TRSE over a 40-year period (1973-2013).

Utilizing a multiple methods approach (both content and discourse analysis) this study identifies nine citizenship discourse categories emergent from the TRSE anthology that are situated within four Perspectives (Practical, Critical, Connected, and Technical) that locate each discourse category within a larger contextual frame. Additionally, the discursive formations that ultimately bind each discourse category across time are identified along with intertextual chains, interdiscursive attempts, and fields most commonly visited within each discourse category. This study sheds light on a systemic shift concerning the citizenship discourse within TRSE, one that, over time, is increasingly informed by a critical epistemological assumption or stance with regards to what may be considered the status quo of American political and civic life; the implications of which are discussed further.