An Examination of Critical Citizenship in Social Studies Teaching: Ideology, Pedagogy, and Community

• In Event: Hilton Roundtable Session 3

Abstract

This purpose of this inquiry was to explore the way three self-identifying critical social studies teachers understood critical civics and its emergence, or absence, in civic instruction. The study illuminates the ideological and political tensions influencing the focal teacher’s critical instructional practices (Magill, 2017). The study revealed participant teachers critically teach civics, first negating the traditional archetype of citizen and second, by centering issues of race, power, and politics to illuminate inherent inequity in civic narratives.

Author

• Kevin Russel Magill, Baylor University