Explicit Goals, Implicit Values, and the Unintentional Stifling of Pluralism

An Examination of a Social Studies Teacher Education Vision Statement

Bibliographic Data

ID11624194
AuthorsJason K Ritter (0000-0001-7956-8720, Duquesne University, corresponding author), Kyunghwa Lee (0000-0002-2515-6891)
Year2009
Volume37
Issue1
Pages75-100
Publication date2009-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory & Research in Social Education (JOURNAL)
Journal identifiersISSN: 0093-3104 • E-ISSN: 2163-1654
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00933104.2009.10473388
OpenAlexW1970432790
LanguageEN
References cited22

The purpose of this article is to evaluate a social studies teacher education vision statement as it relates to Parker's (2003) “advanced” conception of citizenship education for democratic society. The vision statement, titled “Powerful Vision of Social Studies,” was created by a group of practicing teachers and teacher educators as part of a seminar focusing on the effective mentoring of beginning teachers. It represents an attempt by the participants to answer the question of what sort of social studies practice is worth mentoring beginning teachers for. Using constructs of the “culturally acceptable self” derived from recent work in cultural psychology to guide our analysis, it is argued that the vision statement could unintentionally constrain understandings of democracy rooted in pluralism by inadvertently reflecting taken-for-granted cultural beliefs held as middle-class European-American

Cultural pluralism · Democracy · Epistemology · Mission statement · Pedagogy · Pluralism (philosophy · Political science · Politics · Social studies · Sociology · Statement (logic · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Psychology · Social Psychology · Values and Moral Education

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