Centering Social Studies in Elementary Education: A Critical Transdisciplinary Approach

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Social Studies in Elementary and Early Childhood Education (Table 16)

Abstract

Education in the United States is often siloed by discipline, making it challenging to engage in critical transdisciplinary teaching and learning. Exacerbating this challenge in elementary education, is the diminished presence of Social Studies in classrooms. New approaches are needed to disrupt entrenched divides. We share findings from an initial pilot, centering place, mapping and social studies dominant narratives in an elementary teacher education program. Drawing on case study methodologies, we examine prospective teachers’ inquiry questions studying the ways in which they engaged in transdisciplinarity and justice-oriented inquiries. We find that the juxtaposition of place-based pedagogies, collaborative teaching among ourselves, and a focus on question posing were generative for fostering transdisciplinarity. Yet challenges also emerged, suggesting refinements for future iterations.

Authors

• Esther June Kim, College of William & Mary
  Presenting Author

• Kathryn Lanouette, College of William & Mary
  Presenting Author

• Gladys Krause, College of William & Mary
  Presenting Author