Beyond the Single Story
How Preservice Teachers Curate Primary Sources in Early Education
Bibliographic Data
| ID | 22045919 |
|---|---|
| Authors | Paul G Sauberer (0009-0002-3011-4482, University of South Florida), Ilene R Berson (0000-0001-8114-7474, University of South Florida, corresponding author), Michael J Berson (0000-0002-7894-5851, University of South Florida) |
| Year | 2026 |
| Volume | 16 |
| Issue | 7 |
| Pages | 1057 |
| Publication date | 2026-07-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16071057 |
| OpenAlex | W7167066163 |
| Language | EN |
| References cited | 39 |
This qualitative content analysis investigates how preservice teachers (PSTs) curate primary sources in early childhood and elementary social studies contexts, revealing the ideological implications of their instructional choices. Drawing on 347 selections submitted by 103 PSTs in a scaffolded, inquiry-based assignment, the study analyzes whether selections perpetuate dominant cultural narratives or reflect counternarratives and culturally sustaining practices. Findings indicate that while nearly half of all sources aligned with White, male, Eurocentric perspectives, a significant subset engaged historically marginalized voices, suggesting emergent but uneven commitments to inclusive representation. Selections varied in depth of reflection, often shaped by archival access, curricular constraints, and unexamined pedagogical habits. Grounded in Critical Educational Theory, Reflective Teaching Practices, and Culturally Sustaining Pedagogy, the study highlights the ideological weight of source selection and the need for teacher preparation programs to scaffold reflective, justice-oriented engagement with historical materials. These findings contribute to ongoing conversations about equity, civic responsibility, and culturally responsive teaching in early social studies education
Content analysis · Critical theory · Early childhood · Grounded theory · Ideology · Narrative · Qualitative research · Social studies · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Literacy, Media, and Education
What Shall We Tell the Children?
The Wiley Handbook of Social Studies Research
Narratives of Nation-State, Historical Knowledge, and School History Education
Whiteness as Property
Teaching through content area texts
Culturally Sustaining Pedagogies and Our Futures
Teaching History for the Common Good
Developing Pre-Service Teachers’ Disciplinary Literacy Skills in Social Studies
Cultivating Wonder
Images, Civic Identity, and Cultural Narratives of Puerto Rico
Disrupting Perspectives on Civic Education for Children and Youth in a Multicultural Society
The unexamined Whiteness of teaching
Culturally sustaining social studies teachers
Using Sources to Examine and Understand Immigrants’ Journeys to the United States through Ellis Island
Justice Then and Now
A National Perspective on the Effects of High-Stakes Testing and Standardization on Elementary Social Studies Marginalization
The Complex and Unequal Impact of High Stakes Accountability On Untested Social Studies
Pedagogies of Naming, Questioning, and Demystification
Critical Race Theory and the Whiteness of Teacher Education
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Critical Geographies in/of Education
Toward a Theory of Culturally Relevant Pedagogy
The Canon Debate, Knowledge Construction, and Multicultural Education
The Value of Critical Perspectives in Teacher Education
Uma análise crítica sobre a "reflexão" como conceito estruturante na formação docente
Qualitative Quality
Critical Race Methodology
| Highly cited | No |
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