In the following space, I would like to define my reasoning for why I am drawn to the profession of a social studies educator.
Social studies education is clearly a unique field. For one large and powerful reason--social studies does not contain a curriculum permeated with indisputable facts. Instead, the field allows both students and instructors to navigate a variety of topics and concepts, to render insightful interpretations regarding the content, and to support themselves with evidence. As students are encouraged to use supportive evidence, they can begin to have a sense of authority, as they find that their claims do have validity as confirmed by other authors. Likewise, inquiry questions posed to the students almost never have a straightforward, singular, or "correct" answer, instead students can form unique conclusions and interpretations to the questions posed to them, as long as they include evidence in their response. The curriculum can also begin to empower all students, if the instructor contends that the histories, cultures, religions, ethnic backgrounds, and personal interests of his or her students are to be highlighted and considered a vital part of the instruction. It should be noted though, that students of color should not be spokespersons for the ethnic or cultural group that they are a part of, even if their experience are an essential aspect of the curriculum. Instead, students should be provided a safe space to reveal their experiences if they choose to do so voluntarily, but it should not be required of them. Social studies also offers an abundance of opportunities where the instructor and the students can connect curriculum to the contemporary world via discussing and interpreting current social and political issues in the classroom. While making these connections can, at some times, be difficult, it is important to reveal these associations, so that the students can see that social studies, however indirect, is relevant to the experiences lived by them.
In this space, I would like to describe what I plan to do as a teacher operating in the social studies profession.
Beginning with my overall syllabus, I seek to establish curriculum that accepts and highlights the diversity of all of my students, and rejects the traditional curriculum that has been exclusive and has primarily focused only on the narratives of Anglo-Saxon, white, male, and heterosexual individuals. Therefore, I fervently stress that my curriculum and larger instruction must be inclusive. In order for the curriculum to be inclusive, it is necessary for the mandated state standards to be interpreted and elaborated on. I am legally obligated to meet the contents of these standards; however, I also recognize that these standards are vastly simplified, void of complexity, and ultimately exclusive. Thus, it is imperative for me to not only teach the contents of these standards but to also elaborate on them and include narratives and information that has been historically suppressed. My instruction should also encompass references to contemporary and relevant issues and having the students analyze the impact that these issues have for multiple individuals. Both the students and myself should be able to make these connections to the curriculum, so that we can think more critically about certain issues, evaluate any possible solutions, and possibly formulate our own unique solutions to the given problems. To establish and grow student interest further, I think it is worthwhile to present current issues and make connections that are related to the students geographically. While I understand that not every problem or issue that is presented will have a clear, plausible, or correct solution that the students and I can find, simply making these connections will help students value the information that they have investigated. The students can see that their interest in the problem is authentic and they see that the content is relevant. Here, I would like to admit that while I recognize that I am a large part of the formation of the curriculum and assume a primary role in instruction, facilitation, and modeling, students in my classroom must not be shoehorned into a passive role of simply receiving and recalling information. I contend that students will take a more active role in the classroom when they actively engage in silent and vocal discussions with both myself and their classmates, during image and video analysis, acting in role-playing scenarios, participating in hands-on simulations, interpreting social studies accounts, evaluating evidence and claims by authors, and by making informed, well-thought, and supported answers to provocative inquiry questions. In order for students to feel confident and psychologically secure in engaging in the aforementioned activities, I think it is necessary to establish a safe space that is congruent with and supports mutual learning and worthwhile civic skills. In my classroom, I would like to be a facilitator and model for respect, so that my students can navigate complex and controversial issues with their classmates without feeling like their position is invalidated or under siege. Thus, whenever the students are engaging in discussions, source analysis, role-playing, interpreting accounts, evaluating evidence, or forming answers to inquiry questions, I will make my expectations clear and contend that respect and consideration must be observed for each student, and that any rebuttal must be evidence-based and not just stemming from emotional and personal feelings.