Abstract
Historically, traditional social studies research and teaching in North America and worldwide has been enfolded within a positivist and modernist paradigm that is mainly concerned with the transmission of facts and “objective” uni-perspectival knowledge. Informed by an instrumental approach and behaviouristic notions of learning, traditional social studies instruction eschews critical engagement with social conflicts and political problems and thus, knowingly or unknowingly, contributes to the perpetuation of existing hegemonic power structures and social and economic inequalities. Such an approach isolates social studies from important intellectual debates that have been going on in academia since the 1980s (e.g. postmodernism, postcolonialism, critical feminism, and cultural studies). In this chapter, Kumar emphasizes the need to accommodate postmodern and poststructural thinking into social studies research and teaching, allowing educators and students to engage with social studies from critical, reflexive, democratic, and inclusive perspectives.
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Kumar, A. (2019). Postmodern Turn in North American Social Studies Education: Considering Identities, Contexts, and Discourses. In: Curriculum in International Contexts. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-01983-9_7
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