Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom
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Victoria Davis Smith [1] ; Kevin R. Magill [2]
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[1] University of North Texas
University of North Texas
Estados Unidos
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[2] Baylor University
Baylor University
Estados Unidos
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- Localización: Theory and research in social education, ISSN 0093-3104, Vol. 53, Vol. 3, 2025, págs. 339-370
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In this article, we argue that social studies education research has yet to capture the practicality of social transformation as outlined by critical pedagogy. We use neoVygotskian scholarship to analyze the learning activity of an eighth-grade U.S. history classroom. Our findings reveal the multifaceted dimensions of students’ critical development and offer a more totalizing analysis of critical social studies education. We conclude with practical implications for teachers and teacher educators and an invitation to scholars interested in critical social studies education to do more to study the socially revolutionary roots of critical pedagogy empirically.
