Critical and Multicultural Pedagogy of Elementary Social Studies in Hawaii

Abstract

This study examined the current application of elementary social studies in Hawai`i, more specifically how teachers promote critical and multicultural pedagogies to foster civicmulticultural competence (CMC) in students. Civic multicultural competence is when students feel “a desire and ability to investigate diverse, problematic, and controversial issues in pursuit of a more inclusive, just, and equitable society” (Miller-Lane et al., 2007, p. 563). Two major research strategies were used: a quantitative survey analysis of a macro teacher population and (2) seven three-part series teacher interviews. Data from the interviews were collected to create seven teacher case studies that were cross-analyzed for recurring themes. This research study produced four major findings: 1) the disappearance of elementary social studies in Hawai`i, 2) the absence of justice in social studies, 3) the need for dialectic dialogue and reflection among teachers, and 4) the importance in finding purpose in teaching. With a more critical and multicultural purpose to social studies will we then produce more teachers who will in turn foster students who make just and equitable decisions for a multicultural and global society. The implications of this study impact the development of professional learning communities, educational policy, and implementing future professional developments. Opening up a dialogue arena for teachers to reflect on their practice and past experiences will allow them to gain clarity on the “why” behind their practices. This will support teachers in having agency in their classrooms and ground them in their purpose for teaching.