Disrupting the "Master Narrative" Paradigm in the Social Studies: A Course Intervention for Preservice Teachers

• In Event: Disrupting Social Studies Education

Abstract

The “master narrative” continues to dominate social studies instruction across schools. How do we prepare preservice teachers to develop the knowledge and resourcefulness for disrupting and transcending the “master narrative” and enact transformative, culturally responsive social studies? This study examines the effectiveness of an intervention course that exposed secondary school social studies preservice teachers to discourses on the “master narrative” paradigm and transformative multicultural social science paradigm. Data analysis revealed that the intervention course significantly increased both the preservice teachers’ multicultural/historical literacy and cultural competency and the resourcefulness for disrupting and transcending the “master narrative” and enactment of transformative, culturally responsive social studies. The paper discusses the findings, implications, details of the intervention course and scaffolding approaches.

Author

• Omiunota N. Ukpokodu, University of Missouri - Kansas City