Course Description
Understanding the lives of teachers and students and how their relationships impact social studies teaching and learning. Learn to engage with students in ways that honor and sustain their cultural traditions and invite ambitious intellectual learning practices. Historical and contemporary understandings of identities and their impact on relationships.
Additional Requirements for Graduate Students:
Participate in and write analyses of microteaching and/or in-school practicum.
Athena Title
SS Identities Relationships
Undergraduate Prerequisite
ESOC 3450 and (EDSE 4030/6030 or EDSE 4030E/6030E)
Graduate Prerequisite
(ESOC 7050 or ESOC 7050E) and (EDSE 4030/6030 or EDSE 4030E/6030E)
Semester Course Offered
Offered fall and spring
Grading System
A - F (Traditional)
Course Objectives
Interpret and explore the role of the teacher in issues of equity and justice. Connect autobiographical histories of learning social studies with views toward teaching and classroom management. Explore the ways that identities related to class, gender, sexuality, race, religion, and ability shape educational experiences. Demonstrate knowledge of theories of teacher identity. Demonstrate knowledge of theories of adolescence and their relationship to civic and democratic life. Conduct autobiographical inquiry on experiences of learning to teach. Explore and reflect on issues related to the practices and realities of schooling such as mandatory reporting, political disclosure, self-harm, gun violence, discipline, and others. Develop models of practice related to classroom management that sustain the cultural practices of students. Engage in outreach to educational stakeholders in the building (administration), the community (board of education), and family to inform equitable social studies teaching.
Topical Outline
Culturally sustaining practices in social studies classrooms for equity and social justice The influence and role of the teacher’s identity in social studies teaching Theories of adolescence and youth civic engagement Autobiographical inquiries about initial field experiences Theories of culturally-responsive classroom management The world of schooling beyond classroom practice
Syllabus