Always already there: theorizing an intra-disciplinary social studies

ABSTRACT

While social studies is often referred to as either disciplinary or interdisciplinary, we explain why the term intra-disciplinary might be more appropriate. Specifically, we present new materialist definitions of the prefix intra- and theorize why it is productive to consider social studies concepts as simultaneously historic, geographic, economic, and civic, instead of discrete and separate disciplines. After presenting an overview of the field of social studies and concerns over disciplinary definitions and designations, we show how theory can be put into practice with descriptions of three activities we did with elementary and secondary-focused preservice teachers designed with an intra-disciplinary approach in mind. These activities include a walk through a local neighborhood, a trip to a nearby organic grocery store, and a field trip to the state art museum. Ultimately, we present an argument that the often separated social studies disciplines are always abundantly present in each other and that their continued separation narrows the scope of the field and restricts teachers' ability to create relevancy between classroom topics and the lives of students.

KEYWORDS:

• Social studies education
• new materialism
• preservice education
• intra-action
• disciplines

Acknowledgments

The authors would like to thank the manuscript’s reviewers and readers for their generous feedback.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. We note that the authors we cite use “intradisciplinary” interchangeably with interdisciplinary.

2. https://artsandculture.google.com/asset/georgia-ii-leo-franklin-twiggs/CQEQV_ngKUviAw?hl = en

3. https://www.nnw.org/neighborhood-watch-signs

4. For further explanation see Intra-Action by Three Minute Theory http://www.youtube.com/watch?v = v0SnstJoEec

Additional information

Notes on contributors

Erin C. Adams

Erin C. Adams is an Assistant Professor in the Department of Elementary and Early Childhood Education at Kennesaw State University where she teaches courses in social studies methods and classroom community building. She is primarily interested in economics education and economics history and discourse as well as postructural theories and inquiries.

Stacey L. Kerr

Stacey Kerr is an upper elementary school teacher and teacher educator at St. Jude School in Cincinnati. She uses critical and poststructural geographic theories to inform her research on social studies curriculum and pedagogy, as well as teacher social media engagement and practices.