An Investigation of Rural Communities of Practice through Critical Elementary Social Studies Literature

• In Event: Understanding and Sustaining Rural Educators: Motivation, Professional Learning, and Workforce Development

Abstract

This research explores the experiences of 14 elementary teachers (K–5) across three rural West Virginia schools who participated in a critical community of practice with university faculty. The initiative supported teachers in integrating social justice–oriented social studies content through picture books and discussions of a professional social studies text. Data were collected through pre- and post-reflections, six site-based meetings per school (18 total), and one whole-group session. Using both descriptive and qualitative methods, analysis revealed rich findings that inform meaningful recommendations for future practice. This study highlights the transformative potential of rural social studies education to bridge students’ local experiences with global perspectives, fostering inclusive, justice-oriented thinking and preparing students to engage thoughtfully within and beyond their communities.

Authors

• Erin McHenry-Sorber, West Virginia University

• Sara Lohrman Hartman, Ohio University