This qualitative grounded theory (Charmaz, 2006) study seeks to explore the relationship between social studies education and sustainability education. It does so by first examining the conceptualizations and classroom practices of social studies teachers to determine their perceptions of social studies through their narratives and what they enact in their classrooms. It then examines what their perceptions and practices indicate about the potential connections between social studies and sustainability education.
Social studies education and sustainability education are the two constructs being explored in this study. Social studies is predicated upon the civic mission to promote civic competence by helping young people to make informed and reasoned decisions for the public good by applying the knowledge, intellectual processes, and democratic dispositions required of them to be active and engaged citizens in a culturally diverse, democratic society in an interdependent world (NCSS, 2010). Sustainability education seeks to develop informed, reflective and action taking citizens who are able to balance their rights to a clean, safe and fulfilling environment with their responsibilities to present and future generations and to other species. Such citizens should have a theoretical and practical understanding of their rights and responsibilities as citizens across a number of domains (economic, political, cultural, environmental) at all scales from the local to the global (local/community, national, global) as well as recognition and understanding of the importance of the interconnectedness of these systems. To be mindful of and have respect for diverse points of view and interpretations of complex issues from (cross and multi) cultural (racial, religious, ethnic), regional and intergenerational perspectives. To care for the community of life through the building and strengthening of democratic societies which seek social, economic and environmental justice for all (Huckle, 2004; Byrne, 2000; UNESCO, 2002).
Through interviews with five secondary social studies teachers from three diverse schools, classroom observations and the analysis of their lesson plans, supplemental resources, and textbooks I compiled an extensive data corpus. An intense constant and comparative analysis process yielded several categories and themes. Using these, memos and the same analysis process I employed theoretical sampling (Charmaz, 2006) using newly identified literature that connected to the new emerging categories.
The primary findings suggest that if combined, social studies and sustainability education, their total effect would be greater than the sum of their individual parts.
Thus indicating a synergistic relationship exists between the two, creating
Civic Sustainability Thinking.