The “Building Tasks” of Critical History: Structuring Social Studies for Social Justice

Abstract

Using research in curriculum studies, New Literacy Studies, and discourse analysis, the author examines two illustrative cases of social studies teachers who actively structure their lesson plans with the aim of promoting social justice education. This study finds that these teachers seek to encourage students to question social and economic relations by “building” their curricula in specific ways.

Citation

Au, W. (2009), "The “Building Tasks” of Critical History: Structuring Social Studies for Social Justice", Social Studies Research and Practice, Vol. 4 No. 2, pp. 25-35. https://doi.org/10.1108/SSRP-02-2009-B0002