Past, Present, and Future as a Social Studies Educator Activist

Authors

DOI:

https://doi.org/10.5195/ie.2025.576

Keywords:

social studies education, educator activism, practitioner reflection, critical thinking, action research

Abstract

Social studies classrooms can serve as sites of educator activism. This reflective article traces one educator’s formation as an educator‑activist and links biography to classroom practice and program design. An early love of history—nurtured by wide reading and influential secondary teachers of U.S. history and English—anchored a commitment to social studies. University experiences, including witnessing September 11, 2001 in New York City, further oriented the author toward civic engagement and positioned social studies teaching as a venue for activism. The article outlines practices intended to cultivate students’ critical thinking and political efficacy. It concludes with lessons from EdD coursework and an action research study on teacher financial capability conducted while preparing to implement a required personal finance course for graduation. Together, these reflections show how personal experience, professional learning, and inquiry can shape activist praxis and inform teacher education.

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Published

2025-11-11

How to Cite

Morey, J. (2025). Past, Present, and Future as a Social Studies Educator Activist . Impacting Education: Journal on Transforming Professional Practice, 10(4), 58–64. https://doi.org/10.5195/ie.2025.576

Issue

Vol. 10 No. 4 (2025): EdD-Activism: The Dissertation in Practice and Beyond

Section

Themed- EdD-Activism: The Dissertation in Practice and Beyond

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Copyright (c) 2025 Jessica Morey

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