Commitment Issues: Ideological Clarity, Pedagogical Content Knowledge, and the Necessity of Critical Commitment

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Abstract

In this qualitative case study, we examined how four pre-service social studies teachers’ pedagogical content knowledge and ideological clarity affected the inclusion of critical pedagogy in their lessons and curriculum. We found that they had a strong sense of ideological clarity and critical pedagogical content knowledge was necessary for critical practice but their critical enactments were often internally constrained. Extending Blevins et al.’s (2020) study about the necessity of ideological clarity and pedagogical content knowledge, we argue that a material commitment must also be made to ensure critical pedagogy remains in pre-service teachers’ praxis. In doing so, social studies teacher education can become both theory and practice, furthering pre-service teachers’ critical pedagogical potential.

Authors

• Mathew Baker, Georgia Southern University

• Cinthia S. Salinas, University of Texas at Austin

• Kevin R. Magill, Baylor University