The primacy of relation: Social studies teachers and the praxis of critical pedagogy

ABSTRACT

In this critical qualitative case study, we examined the ways three critically identifying social studies teachers understood and adopted critical pedagogy. We argue that the praxis of these teachers unfolded based on their understanding of and willingness to attend to the many dialectical relations associated with teaching. We understand the praxiological unfolding to be teachers’ critical ontological social studies posture, which we argue reflects those ways teachers see and understand dialectical relation and then approach the world by authentically living their critical epistemology, ontology, and ideology. We conclude that the ways critical social studies teachers situate themselves within the many instances of relational power will uniquely inform the approach they take in their work with students.

KEYWORDS:

• Critical consciousness
• critical pedagogy
• intellectual solidarity
• ontological posture
• praxis
• secondary social studies
• social relation

Acknowledgments

We would like to thank Travis, Caesar, and Rosa for their participation in this project and for their commitment to critical pedagogy and intellectual solidarity. We thank Anthony Brown, Katie Payne, Arturo Rodriguez, and E. Wayne Ross for their thoughts on early drafts, and Jeremy Larson, Liz Magill, and Brooke Blevins for their assistance during the editorial process. Kevin would also like to personally thank Arturo Rodriguez for his mentorship, intellectual solidarity, and for the many conversations that led to this article.