Communities, Identities, and Relationships in Secondary Social Studies Education
ESOC 4360/6360
3 hours
Communities, Identities, and Relationships in Secondary Social Studies Education
Course Description
Emphasis on understanding community and cultural contexts affecting social, political, economic and civic decision-making in democracies. Explores the identities of teachers and students within these contexts and how their relationships impact social studies teaching and learning. Focuses on engaging students in ways that sustain democracy, cultural traditions, and invite ambitious intellectual learning practices.
Additional Requirements for Graduate Students: Participate in and write analyses of microteaching and/or in-school practicum.
Athena Title
SS Communities and Identities
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)
Student learning Outcomes
Students will demonstrate knowledge of culturally sustaining/relevant pedagogies.
Students will utilize knowledge of family, community, and cultural contexts to shape curricular, methodological and pedagogical choices.
Students will demonstrate knowledge of sociopolitical contexts of schooling and their manifestations in practice.
Students will interpret and explore the role of the teacher in relationship to issues of democracy, equity, and justice.
Students will connect autobiographical histories of learning social studies with views towards teaching and culturally responsive classroom management practices.
Students will develop models of practice related to classroom management that sustain the cultural practices of students.
Students will explore the ways that identities related to class, gender, sexuality, race, religion, and ability shape educational experiences.
Students will demonstrate knowledge of theories of teacher identity.
Students will describe theories of adolescence and their relationship to civic and democratic life.
Topical Outline
Culturally sustaining practices in social studies classrooms for democracy, equity, and justice
Community as enactment of social studies
Building and developing community relationships
The influence and role of the teacher’s identity in social studies teaching
The influence and role of students’ identities in social studies learning
Theories of adolescence and youth civic engagement
Autobiographical inquiries about initial field experiences
Theories of culturally responsive classroom management
