Transforming social studies curriculum to integrate a social justice framework

Abstract

Purpose

The purpose of this paper is to empower teachers to engage in a process of curricular transformation to integrate a social justice framework, even if it means starting with small steps.

Design/methodology/approach

The authors present a set of guiding principles on which social studies teachers can draw to transform their curriculum to embody a social justice framework within and across units of historical inquiry. The principles are anchored in an example historical unit, the Chicago Haymarket Affair of 1886, and an analogous contemporary sub-unit, The Exonerated Five (formerly The Central Park Five incident of 1989).

Findings

The guiding principles represent an accessible approach educators can flexibly apply to their process of curricular transformation. The authors provide a balanced approach of emphasizing the need for educators to restructure social studies curriculum with the feasibility of this process at larger or smaller scales according to educators' readiness for change.

Originality/value

The authors outline a process to empower teachers to change the status quo of their social studies teaching, at a scale determined by the teacher. The authors provide a practical, concrete set of guiding principles for educators to make changes that represent social justice integration aligned with existing social studies curriculum and standards. The authors encourage teachers to reflect on their readiness for and progress toward transforming their curriculum to integrate a social justice framework.

Citation

Popp, J.S., Montgomery, J., Hoard, J. and Brock, C. (2021), "Transforming social studies curriculum to integrate a social justice framework", Social Studies Research and Practice, Vol. 16 No. 2, pp. 158-171. https://doi.org/10.1108/SSRP-08-2020-0034