Sociology Faculty Publications and Presentations
Document Type
Article
Publication Date
2022
Abstract
The purpose of this research is in exploring how a critical curriculum in the social studies classroom leads to a transformative education. Since foundational narratives are deeply embedded in our educational curriculum, critical sources offer contradicting cultural and socio-political relevance within traditional works. As counternarratives, these become powerful tools for empowering both teacher and student identity. While traditional frameworks delegitimize other perspectives, critical interpretations center on citizenship and consciousness raising. Herein, critical sources deconstruct master narratives and contradict the power structures that lead to the unequal distribution of power. They prevent the educational curriculum from further contributing to the dangerous system of control, subordination, and White hegemony. As such, the pedagogical promise of critical resources is discussed.
Recommended Citation
Caddel, C. (2022). Towards a transformative curriculum: Critical resources in a social studies classroom. Texas Education Review, 10(2), 17-34. http://dx.doi.org/10.26153/tsw/41908
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
Texas Education Review
DOI
10.26153/tsw/41908