Pedagogical Possibilities: Leveraging the Practices of Social Studies Teachers in Pursuit of New Educational Visions

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  In Roundtable Session: Beliefs, Feelings, and (Im)Possibilities

Abstract

This paper presents findings from a qualitative case study with secondary social studies teachers exploring how they engage students in civil discourse and critical thinking in states with restrictive policies governing pedagogy and content. Using a social constructionist lens, this study drew on focus groups, individual interviews, and curricular materials to examine how teachers designed environments that both pushed and protected students in their engagement in civil discourse and critical thinking. Findings revealed that teachers adopted a social constructionist lens, accounting for students, families, administration, and relevant policies in the design and implementation of learning within their classrooms. This study underscores the importance of preparing future teachers to create effective learning environments tailored to influences of their future contexts.

Author

• Sabrina Leigh Caldwell, University of South Alabama