Vibrant curriculum

Theorizing a new materialist social studies

Bibliographic Data

ID21747205
AuthorsPeter M Nelson (0000-0001-6302-5385, Michigan State University, corresponding author), Brian Scott Durham (Michigan State University)
Year2022
Volume19
Issue3
Pages231-253
Publication date2022-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Curriculum and Pedagogy (JOURNAL)
Journal identifiersISSN: 1550-5170 • E-ISSN: 2156-8154
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15505170.2021.1895381
OpenAlexW3145940072
LanguageEN
Citations received5
References cited28

In a world facing climate crisis, a growing divide between rich and poor, racial strife, and a rise of xenophobic populism, social studies educators are obligated to investigate social issues in ways that might lead toward more just, less-destructive futures. This paper theorizes a new materialist social studies curriculum—a curriculum attentive to matter, nonhuman species, and anthropocentric representations of nature and the environment—with the aim of uncovering alternative inquiries and responsibilities that might help us flourish as teachers, students, and citizens. Throughout this paper, we argue that a new materialist lens can reconfigure and enliven social studies curriculum, and our corresponding analysis centers on particular events and concepts in the Michigan K-12 Social Studies Standards, considering how prevalent, normative representations reify damaging ways of being and knowing. This paper contributes to ongoing discourses regarding the boundaries, topics, and events that ought to comprise social studies curriculum, and we conclude by speculating new ethical futures for our field

Anthropocentrism · Curriculum · Environmental ethics · Epistemology · Futures contract · Materialism · Normative · Pedagogy · Social science · Sociology · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences

Tools

Open DOI