Reasoned Action in States' Standards: A Trajectory Analysis of Critical Thinking in Social Contexts

• In Event: Challenging Curricular Expectations in Social Studies Education

Abstract

The study examines the trajectories of critical thinking in a social context (CTSC) found in six K-5 social studies state standards. We consider how the dynamics of CTSC present in the standards’ benchmarks may essentialize young students’ understanding of complex diversities. Conceptualizing critical thinking within a social context-based repertoire of skills might provide a frame for evaluating and nurturing reasoned action for the public common good. The results reveal a complex dynamic in K-5 social studies standards, fundamentally promoting inconsistent CTSC across grade levels. The sophistication of CTSC decreases within the standards as students advance through the grades. Implications for enhancing students’ development of a disciplined body of knowledge, policy, research and practice in social studies education are discussed.

Authors

• O. Matthew Odebiyi, St Cloud State University

• Cynthia S. Sunal, The University of Alabama

• Ashley Tickle Odebiyi, The University of Alabama