Past, Present, and Future as a Social Studies Educator Activist
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| Title: | Past, Present, and Future as a Social Studies Educator Activist |
|---|---|
| Language: | English |
| Authors: | Jessica Morey (ORCID |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2025 10(4):58-64. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education High Schools Higher Education Postsecondary Education |
| Descriptors: | Social Studies, Secondary Education, High School Teachers, Activism, Reflection, Professional Identity, Teaching Styles, Teaching Methods, Citizen Participation, Critical Thinking, Political Attitudes, Doctoral Programs, Action Research, Financial Literacy, Financial Education, Educational Experience, Professional Development, Inquiry, Teacher Education |
| Geographic Terms: | Florida |
| ISSN: | 2472-5889 |
| Abstract: | Social studies classrooms can serve as sites of educator activism. This reflective article traces one educator's formation as an educator-activist and links biography to classroom practice and program design. An early love of history--nurtured by wide reading and influential secondary teachers of U.S. history and English--anchored a commitment to social studies. University experiences, including witnessing September 11, 2001 in New York City, further oriented the author toward civic engagement and positioned social studies teaching as a venue for activism. The article outlines practices intended to cultivate students' critical thinking and political efficacy. It concludes with lessons from EdD coursework and an action research study on teacher financial capability conducted while preparing to implement a required personal finance course for graduation. Together, these reflections show how personal experience, professional learning, and inquiry can shape activist praxis and inform teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491441 |
| Database: | ERIC |
| Abstract: | Social studies classrooms can serve as sites of educator activism. This reflective article traces one educator's formation as an educator-activist and links biography to classroom practice and program design. An early love of history--nurtured by wide reading and influential secondary teachers of U.S. history and English--anchored a commitment to social studies. University experiences, including witnessing September 11, 2001 in New York City, further oriented the author toward civic engagement and positioned social studies teaching as a venue for activism. The article outlines practices intended to cultivate students' critical thinking and political efficacy. It concludes with lessons from EdD coursework and an action research study on teacher financial capability conducted while preparing to implement a required personal finance course for graduation. Together, these reflections show how personal experience, professional learning, and inquiry can shape activist praxis and inform teacher education. |
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| ISSN: | 2472-5889 |
