Peering Through the Kaleidoscope: Social Studies Teachers' Sociopolitical Development

• In Event: Rethinking Teaching Black History: Assessing K–12 Teachers' Black Historical Consciousness

Abstract

Objectives

In this paper, I will seek to capture the lived experiences and journeys toward sociopolitical development of two middle school social studies teachers in the southern New Jersey region. By capturing the daily interactions and classroom practices of teachers within a specific context who share a common goal of better outcomes for their students through teaching Hard History, this study has the possibility to engage its audience on two levels: 1) Transform teachers to engage with their own sociopolitical development and 2) Provide insight into best practices for Social Studies teachers.

Theoretical Framework

This paper was shaped by Freire’s work (1968/2000), which was fundamental to the development of critical literacy theory and critical pedagogy. Freire believed that in traditional modes of education, students are not allowed to develop a critical consciousness. Freire believed that the revolutionary teacher needs to be ready to partner with the students and enable them to engage in critical thinking. Through critical literacy, this paper offers a useful theoretical framework in which to examine the issues of equity and learning as it relates to teaching Black History in middle school classrooms.

Methods

In order to systematically study and understand teachers’ sociopolitical development (Watts, Williams, & Jagers, 2003) a “probing, layered, and interpretive” (Lawrence-Lightfoot, 2005) inquiry is appropriate. Through the use of portraiture, this paper sought to “capture the complexity and aesthetic of human experience” (Lawrence-Lightfoot & Davis, 1997, p. 4), by listening for each participants’ story, rather than only listening to their stories.The design of this paper allowed me to pursue specific lines of inquiry and explore in-depth information on views, experiences, practices, and pedagogies of a team of middle school teachers.

Data Sources

This paper utilized four methods of data gathering and collection: semi-structured kitchen table conversations, classroom observations, two focus groups, and a researcher reflexive journal. Through three 60 – 90-minute informal conversations with each participant, I hope to generate descriptive data, and gather insights into the participants’ thinking about how their critical consciousness has developed over time, and how they see that consciousness enacted in engaging their students with Hard History.

Results

This paper documents the ways middle school teachers engage in teaching Hard History, as well as how they “came to be” in their sociopolitical development (SPD). While each teacher can trace an individualized path, five themes emerged from the data that showcase how their SPD informs their instruction and classroom environment: Coming From the Heart, Building Relationships, Residue, Power & Control, and Advocacy.

Scholarly Significance

This work serves as a model for how Social Studies teachers can engage in teaching Hard History at the middle school level. This work also traces the sociopolitical development of two veteran teachers, and how their journeys inform their pedagogy. I hope that by illuminating these concepts and instructional practices, this paper makes visible the possibilities as well as the many contradictions that will arise while engaging in teaching Hard History.

Author

• Daniel Tulino, Stockton University