Inquiries that matter: How social studies teachers employ historical inquiry practices to support social justice civic goals

Abstract

This paper reports findings of one case of a larger multi-case study. The paper highlights the opportunities and constraints present in the activity system of one exemplary elementary teacher who uses historical inquiry practices to support the social justice-oriented civic goals she holds for her students. Her work offers insight into promising connections between disciplinary inquiry practices and social justice education particular to elementary teaching and but it also reveals important constraints to consider that are prevalent enough to limit even an exemplary elementary social studies teacher's social justice practice.