| dc.description.abstract | We live in a time of great challenge and great opportunity. Neoliberal socioeconomic paradigms have become a global norm. Economic and military competition are driving forces on the world stage. Postmodern thinking has cast considerable and justified doubt upon traditional narratives and ideologies. The digital age has connected people, places, things, and ideas in ways that have never before been seen. For a young person who is trying to make sense of it all, authentic humanizing education has never been more necessary. Social studies teachers are uniquely positioned to empower young people to construct meaning and forge connections in a world of nonstop information. Despite the seemingly obvious need for powerful social studies education, like many other social studies teachers, I have experienced profound disinterest and disengagement from my students.
To address student disengagement in social studies classes at my middle school I considered academic literature regarding engagement as a construct, the potential factors that could influence student disengagement, and the pedagogical frameworks and philosophies that might be useful in improving student engagement. I found that modeling my educational practice in the style of Paulo Freire’s (1970) problem-posing education had an altering effect on my perception of my role as a teacher and a positive effect on my relationships with my students and my perceived self-efficacy. I grew to perceive many aspects of American public-education as unhelpful, oppressive, and harmful for students and teachers. My findings implicate problem-posing as a powerful framework for a reconstructed social studies curriculum to address contemporary social issues and create solidarity among all stakeholders in public education. | en_US |
