Detracking in the social studies: A path to a more democratic education?

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

This article examines the practices of tracking and detracking in the social studies classroom. I argue that the content goals and the pedagogical orientations of social studies classes lend themselves to detracking. First I describe some of the issues regarding tracking and detracking in general. Following that is a discussion of the match between the social studies goals of democracy, inquiry, and civic participation and the goals of detracking. I then argue that the pedagogical practices recommended for teaching social studies are also those utilized in successful detracked classrooms. Finally, I discuss some of the challenges to detracking in the social studies.

Original languageEnglish (US)
Pages (from-to)64-71
Number of pages8
JournalTheory Into Practice
Volume45
Issue number1
DOIs
StatePublished - Dec 2006
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint

Dive into the research topics of 'Detracking in the social studies: A path to a more democratic education?'. Together they form a unique fingerprint.

Cite this