Always Already There: Reframing Social Studies as Intra-disciplinary
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Always-Already There: Reframing Social Studies as Intra-Disciplinary Erin Adams & Stacey Kerr University of Georgia CUFA 2014 [email protected] [email protected]
Transcript of Always Already There: Reframing Social Studies as Intra-disciplinary
Always-Already There: Reframing Social Studies as
Intra-Disciplinary
Erin Adams & Stacey KerrUniversity of Georgia
CUFA 2014
[email protected]@uga.edu
Our questions:1.) What is intra-disciplinarity, and how
might it differ from interdisciplinary work in social studies?
2.) What emerges when preservice teachers engage with social studies in an intra-disciplinary approach?
Social Studies as Intra-Disciplinary
Addresses the divide between the social sciences and social education approaches to social studies. Neither approach embraces what social studies is, could be, and might be able to teach students.
Social Studies as Intra-Disciplinary
● recognizes an inner, inseparable, and entangled existence between the regimes of knowledge/disciplines (social sciences)
● recognizes the inseparable and entangled relationship between the social world and those who study & explain it (social education).
Intra-disciplinary
The curation of everyday experiences that allowed preservice teachers to think about and experience the social world in different ways than a typical classroom setting
Non-Traditional Social Experiences
Intra-disciplinarity at work:
● Forgo the social science v. social education debateconsider events & topics in the social world that do not fit neatly into disciplinary silos (e.g. gender, race, sexuality) ● Equip social studies teachers with a strong justification
for engaging their students in the social world in ways that are not disciplinary specific:
Art museums, grocery stores, walks, mapping, and photography
Why Intra-disciplinary?
Erin Adams: @ECA_Twinhttps://uga.academia.edu/ErinAdams
Stacey Kerr: @staceykerrphdhttp://staceykerr.ca/https://uga.academia.edu/StaceyKerr
Check us out for more on social studies theory and practice:
Barad, K. (2007). Meeting the Universe Halfway. Duke University Press.Barton, K. C., & Levstik, L. S. (2004). Teaching History for the Common Good. , N.J.: L. Erlbaum Associates.Brophy, J., & VanSledright, B. (1997). Teaching and Learning History in Elementary Schools. NY: Teachers College Press.Fenwick, T, Edwards, R, & Sawchuck, P. (2011). Emerging Approaches to Educational Research: Tracing the Sociomaterial. New York: RoutledgeGrant, S. G., & VanSledright, B. (2001). Constructing a Powerful Approach to Teaching and Learning in Elementary Social Studies. Boston: Houghton Mifflin.Klein, J. T., & Newell, W. H. (1997). Advancing Interdisciplinary Studies. In Jerry G. Gaff, James L. Ratcliff and Associates (Eds.). (1997). Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Change (pp. 393-415). San Francisco: Jossey-Bass. Moran, J. (2002). Interdisciplinarity / Joe Moran. London ; New York : Routledge, 2002.Palmer, Carole L. (2001). Work at the Boundaries of Science: Information and the Interdisciplinary Research Process. Dordrecht: Kluwer. Parker, W.C. (2010). Social Studies Today: Research and Practice. New York: Routledge.Repko, A. F. (2011). Interdisciplinary research : process and theory. Los Angeles: SAGE, 2nd edition. Segall, A. (2005). chapter 9: What's the Purpose of Teaching a Discipline, Anyway? The Case of History. In Social Studies--The Next Generation: Re-searching in the Postmodern (pp. 125-139). Peter Lang.Seixas, P. (1998). Student Teachers Thinking Historically. (cover story). Theory & Research In Social Education, 26(3), 310-341.Soja, E. W. (2010). Seeking Spatial Justice. Minneapolis: U of Minnesota Press.Stember, M. (1991). Advancing the social sciences through the interdisciplinary enterprise. The Social Science Journal, 28(1), 1-14. Thornton, S. J. (2005). Teaching Social Studies that Matters: Curriculum for Active Learning. New York: Teachers College Press.Thornton, S. C. & Barton, K. C. (2010). Can History Stand Alone? Drawbacks and Blind Spots of a "Disciplinary" Curriculum. Teachers College Record, 112(9), 2471-2495.Wineburg, S. (2007). Unnatural and essential: the nature of historical thinking. Teaching History, (129), 6-11.
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