| While its principal mission has long been identified as citizenship education, the field of social studies has been characterized by a series of redefinitions and shifts in focus. Since the 1970s, multiculturalism has been seen as a major force for reform of the teaching of history and social studies. Conflicts have evolved over whether multiculturalism will strengthen or weaken the citizenship mission of social studies. This qualitative/descriptive study was organized around the research question: How is multiculturalism reflected in the beliefs and practices of social studies teachers? The research was grounded in a literature review examining the history of social studies, the development of and controversies surrounding multiculturalism, and the beliefs and practices of teachers. Eleven secondary social studies teachers in two suburban communities--one white, homogenous, and middle-class and the other economically developed with one-third of its school population comprised of minority students--participated in an interview study. Data collection consisted of conducting a formal interview, observing each participant teach, analyzing teaching resources, and conducting a follow-up interview. Findings with respect to mission confirmed the focus on citizenship education. Teachers with large numbers of immigrant students defined citizenship in terms of membership in the US, while those with mostly native students defined it as membership in a world community. A definition of the reflective-active citizen evolved. Controversies over standards and bilingual education and consideration of the typologies of experts evoked conceptualizations of multiculturalism that separated teachers into three camps: traditionalists, straddlers, and multiculturalists. Multiculturalist teaching is so distinctive in purpose, method, and content that it may be forging a new tradition in social studies. This process may further fragment an already divided field, but the benefits of a more inclusive curriculum, student empowerment, and fairness outweigh the risks. Multiculturalist teachers operate from the premise that US society has not yet realized its democratic ideals and are striving to effect change through the training of citizens who value diversity and examine public issues through multiple perspectives. |
