The Historical and Contemporary Marginalization of Social Studies in U.S. Education: Implications for Democracy

• In Event: Teaching Democracy Now

Abstract

The historical and contemporary marginalization of social studies is a side effect of standard-based/accountability culture on social studies—less time, shallow instruction, and decreased teacher agency—and is further complicated by partisan efforts driven to marginalize essential, critical content and pedagogies from social studies curricula. These projects seek to reshape national identity and upend democratic norms. This squeeze-play on social studies is a call to action for teachers, educators, researchers, and allies of the field who value democratic education. This presentation traces the marginalization of social studies and offers modest suggestions for colleagues seeking to reshape national identity and upend democratic norms.

Authors

• Tina Heafner, University of North Carolina - Charlotte

• Paul G. Fitchett, Auburn University