Teaching a "Social Studies without Guarantees": disrupting essentialism, ameliorating exclusions and planting the seeds

Smith, Bryan (2014) Teaching a "Social Studies without Guarantees": disrupting essentialism, ameliorating exclusions and planting the seeds. Critical Literacy: theories and practices, 8 (1). pp. 64-79.

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Abstract

Social studies, burdened with the responsibility of elucidating the complexity of the cultural and social world of the student, inherits from its disciplines (history, geography, civics) a legacy of racialization and exclusion. For the past few years, I have worked through and from within this legacy to highlight some ways that the pedagogical imperatives held by the students can be used to reshape popular and taken-for-granted notions of who the “we” is in social studies inquiry. Specifically, I focus on Stanley’s (2014) exclusionary premise, emphasizing how the discipline and curriculum privileges specific notions of the national and provincial world of the students. Through this, I offer some insights into the ambivalences, resistances and acknowledgments of the students when confronted with unsettling social and historic understanding.

Item ID: 52902
Item Type: Article (Research - C1)
ISSN: 1753-0873
Date Deposited: 25 Jun 2018 01:33
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management) @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130307 Ethnic Education (excl Aboriginal and Torres Strait Islander, Maori and Pacific Peoples) @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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