Circle Up! Using Historiography Circles to Teach Critical Literacy in Elementary Social Studies Teacher Education

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Toward Critical and Reflexive Elementary Social Studies Education (Table 8)

Abstract

This study explores how 31 pre-service teachers (PSTs) engaged in historiography circles using young adult non-fiction texts to learn about histories of marginalized groups often neglected in elementary social studies. This study investigates the experiences and outcomes of PSTs reading a nonfiction young adult book, engaging in small group discussions, and completing reflective learning activities. Using a theoretical framework of the four themes of critical literacy–disrupting the commonplace, considering multiple viewpoints, focusing on sociopolitical issues, and taking action–we analyzed how PSTs learned content and pedagogy with and through the integrative reading and discussion of historical counternarratives. Findings of this study have implications for anti-oppressive elementary social studies teacher education.

Authors

• Abigail Stebbins, The Ohio State University

• Katherine Van Haren, School District of Pittsville