Democracy is Messy: Exploring the Personal Theories of a High School Social Studies Teacher

Abstract

Teachers' personal theories serve as a powerful framework for decision-making in the classroom. The influence these curricular and instructional choices exert on students' opportunities to learn and their access to knowledge raise important questions about educational equity and social justice in a democratic society. This case study of a high school social studies teacher examines the connection between personal theories, life experiences, and teaching contexts as they relate to the enacted curriculum in the classroom. Findings from the study underscore the need for teacher education programs to focus more attention on teachers' theories as they relate to issues of equity.