Exploring new teachers conceptualizations of critical simulations in world history, American history, and economics learning experiences

Abstract

In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally simulations can help critical teachers illuminate oppression and facilitate a more humanizing vision within the social studies if they possess critical consciousness, strong pedagogical content knowledge and a command of the method.