Transforming social studies curriculum to integrate a social justice framework
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 7 September 2021
Issue publication date: 8 October 2021
Abstract
Purpose
The purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.
Design/methodology/approach
The authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).
Findings
The guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.
Originality/value
The authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.
Keywords
Acknowledgements
The authors would like to thank Adriana Jovsic, undergraduate research assistant, for her early contributions to the Exonerated Five unit plan.
Citation
Popp, J.S., Montgomery, J., Hoard, J. and Brock, C. (2021), "Transforming social studies curriculum to integrate a social justice framework", Social Studies Research and Practice, Vol. 16 No. 2, pp. 158-171. https://doi.org/10.1108/SSRP-08-2020-0034
Publisher
:Emerald Publishing Limited
Copyright © 2021, Emerald Publishing Limited