Swimming against the tide: a case study of an integrated social studies department

Abstract

A recent trend in developed countries’ school curricula has been the transition from disciplinary to generic forms of knowledge, resulting in an emphasis on interdisciplinary organisation and more active forms of learning. Subject specialists are increasingly expected to demonstrate how their subject interconnects and equips pupils with key life skills. Such a change requires a major cultural shift and has been controversial, particularly in Scotland where Curriculum for Excellence, the latest curriculum reform, has seen this debate re-emerge. A detailed empirical case study of one secondary school Social Studies department that has already negotiated these shifts is presented. The case study provides insights into how school and department structures and cultures conducive to a more integrated approach have been developed. Leadership, increased opportunities for teachers to exercise greater autonomy in their work, sources of impetus and support for innovation, and the co-construction of meaning through dialogue are important themes in this process. This case study connects with current policy and provides an insight into strategies that other schools might employ when seeking to embed integrative practices. The department is identified as a significant locus for innovation and one which appears to challenge the norm.

Keywords:

• curriculum change
• culture
• structure
• Curriculum for Excellence
• Social Studies
• integration

Acknowledgements

We would like to thank Dr Lesley Doyle of the University of Glasgow for gathering the data that contributed to this article.

Notes

1. It is important to note that the term integrated is often misleading as it encompasses considerable variation in the degree of curricular cohesion and integration. Organisationally, delivery may be integrated but minimal in relation to content and skills and vice versa (Fogarty, 1991).

2. Her Majesty's Inspectorate of Education was an executive agency of the Scottish Government, responsible for the inspection of public and independent, primary and secondary schools, as well as further education colleges, community learning, Local Authority Education Departments and teacher education. Learning and Teaching Scotland was merged with HMIE in July 2011 to form Education Scotland.

3. Out of six Scottish universities, only one presently offers a concurrent degree programme which ensures all students are qualified to teach two Social Studies. Three other universities offer a one-year postgraduate qualification which can include classes in a second Social Studies subject but there is no placement allocation. Only a minority of students are eligible to attend these classes.

4. At the end of S4 (the fourth year of secondary), students normally sit examinations in eight Standard Grade subjects, which have been taken over two years.