We need a curricular cooperative: envisioning a future beyond teachers paying teachers

PurposePlace-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”Design/methodology/approachThis qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.FindingsThe authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.Originality/valueTCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

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“What’s Manzanar?”: Excavating Stories of Racism, of the Erased, and of Family

Kim

2024

Teachers College Record: The Voice of Scholarship in Education

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Background/Research Design: This ethnographic study explores how secondary students engaged with the history of Japanese American incarceration while participating in an archaeological dig at one of the prison camps used by the U.S. government during World War II, the Manzanar War Relocation Center in California. Purpose/Research Question: Using two tenets from Asian(Crit), (re)constructive history, and story, theory, and praxis as a theoretical frame, this study explores the question: How does participation in an archeological dig at Manzanar prison camp reveal and shape how students perceive the history of Japanese American incarceration? Conclusions: Four findings emerged from this study. First, students’ dominant understanding justified incarceration as a wartime necessity. Second, students were exposed to narratives at Manzanar that emphasized racism, countering classroom curriculum. The third finding explores how the family history of one Japanese American student informed her conceptualization of the U.S. history curriculum as purposefully whitewashed. Finally, once they had returned to school, students of color doubted whether their work at Manzanar or their sharing of counterstories would impact their white classmates.

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We need a curricular cooperative: envisioning a future beyond teachers paying teachers

Cited by 5 publications

References 22 publications

Beak Simulations and Car Investigations: Investigating Pinterest as a Resource for Two Science Topics

Beak Simulations and Car Investigations: Investigating Pinterest as a Resource for Two Science Topics

Developing notions of place in an undergraduate elementary social studies methods course

“What’s Manzanar?”: Excavating Stories of Racism, of the Erased, and of Family

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