A Case Study of Secondary Teachers Responding to Politicized State Standards

Abstract

This paper is the result of participatory critical qualitative research of three social studies teachers struggling to empower their students with critical literacy skills while teaching under rigid and politicized standards. This yearlong study highlights the necessity of social studies teachers to find spaces and opportunities to move beyond the standards and textbooks by developing and implementing a curriculum that enables students to critically think and question. These teachers found the textbook resources aligned to the standards had been designed to perpetuate societal status quos through a singular, traditional narrative. They wanted to empower their students by asking them to examine and investigate history through multiple perspectives and narratives to prepare them for the multifaceted and complex issues they will have to address beyond the classroom.