Between Aspiration and Reality: New Materialism and Social Studies Education

Autor/inn/en	Nelson, Peter M.; Segall, Avner; Durham, B. Scott
Titel	Between Aspiration and Reality: New Materialism and Social Studies Education
Quelle	In: Theory and Research in Social Education, 49 (2021) 3, S.449-476 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Peter M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2021.1912679
Schlagwörter	Social Studies; Teaching Methods; Learning Processes; Curriculum Development; Teacher Educators; COVID-19; Pandemics; Natural Disasters; Sculpture; Historic Sites; Parks; Textbooks; Instructional Materials; Ethics; Authentic Learning; Educational Philosophy; World History; History Instruction; Architecture; School Buildings; Civics; Water Quality; Urban Areas + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Natural disaster; Naturkatastrophe; Bildhauerei; Historische Stätte; Freizeitpark; Textbook; Text book; Schulbuch; Lehrbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Weltgeschichte; History lessons; Geschichtsunterricht; Architektur; School building; Schulgebäude; Staatsbürgerkunde; Wasserqualität; Urban area; Stadtregion
Abstract	This conceptual article uses new materialism, and its particular focus on material things, as a lens of analysis in social studies education in order to demonstrate alternative ways in which social studies education researchers and teachers might engage in inquiry. Historically, social studies curriculum and teaching have centered human agency and its domination of the material, natural world. However, this article argues that an attendance to things, and to the relational-material entanglements we find ourselves in, might guide us toward a reconsideration of how particular ideals and concepts are (and ought to be) represented in social studies curriculum, teaching, and learning. This article models how social studies analyses of material things in past and current events might take shape, exploring how natural things like Hurricane Maria and COVID-19, as well as human-made things like statues, parks, and textbooks, are both agentic and capable of impacting--diminishing or enhancing--the agency of human beings. We discuss how social studies teachers and teacher educators might enact such a focus in their classrooms, offering examples of how natural and human-made things might be integrated into social studies curriculum and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01