Solidarity & Sustainability (Poster 9)

• In Event: Theory-Stories and Social Studies Education

Abstract

Solidarity

As a concept, solidarity elucidates the power dynamics and work that must be done to live out the ideals espoused by educational justice. While solidarity is a term with popular discursive appeal, there is less clarity on what it means to enact particularly in the context of adult and youth relationships in schools because the concept is simultaneously normative and descriptive. Drawing on the concept of a pedagogy of solidarity, this poster presentation examines what enactments of solidarity with youth mean for adults in schooling contexts working toward justice. Working through the specific modes of solidarity as relational, transitive, and creative, I theorize the ways that a pedagogy of solidarity demands adults transform their sense of self and ways of understanding the world to work alongside youth in pursuit of educational justice. Implications for this theory require a reimagining of what being a teacher means that serves projects of collectivism rather than maintaining imbalances of power veiled in the notion of working in a helping profession. As a result, youth are reframed as critical civic actors rather than vessels to be filled.

Sustainability

What is sustainability? What does “social” mean in the context of sustainability? What are the intersections between social studies and stainability? How does “social” sustainability inform teaching and learning in social studies classrooms? Explorations of these questions have propelled this chapter. Taking it to a theoretical lens, the social dimension of sustainability is the least developed of the three pillars of sustainability, and often is posited with reference to environmental (ecological) or economic sustainability. To bridge the gap, this chapter aims to unfold the historical trends in sustainability, especially the social dimension of sustainability and its implications for social studies teaching and learning. I begin with tracing the history of the term “sustainability,” with particular attention to the social dimension of sustainability. Subsequently, I discuss the four primary constituents of social sustainability: human well-being, equity, democratic government, and democratic civil society. Finally, I suggest that social studies teachers should be encouraged to engage students in sustainability deliberation, with special attention to equity issues relevant to the sustainable development goals (SDGs).

Authors

• Ryan Oto, University of Minnesota

• Yun Wen Chan, Texas State University