Title

Currere Narratives with Pre-Service Elementary Teachers: Towards Transformative Social Studies Teaching and Thinking

Document Type

Presentation

Publication Date

4-13-2018

Description

This paper examines the curricular intersection of social studies teacher education with Pinar’s (2012) seminal currere process. Woven together in an undergraduate elementary methods course, currere inquiry served as a beginning, yet cogent lens to explore the nature of students’ social studies lived experiences, to interrogate normative and conventional views of teaching elementary social studies, and to begin to understand and challenge hegemonic narratives in the social studies curriculum and alternatively promote classroom experiences that are culturally responsive (Gay, 2002; Banks, 2007).

Location

New York, NY

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