Teaching elementary social studies: views of a multiple perspectives approach





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The purpose of this study was to investigate how experienced teachers infuse multiple perspectives into their social studies content and instructional practices. The research framework for the study was an interactive, qualitative research paradigm. The data collection tool was a semi-structured interview model supported by an interview guide. The data was analyzed in terms of the participants' interpretations and meanings of their experiences. The study revealed that all the participants teach social studies through a multiple-perspectives approach, while their methods and styles vary. It demonstrated that analyzing historical events through one perspective does not provide a complete picture of those events therefore, a multiple-perspectives approach is necessary. Furthermore, allowing for only one perspective perpetuates the power struggle that exists in society. Lastly, when students have opportunities to engage in historical inquiry through multiple perspectives, they recognize peoples' differences, and learn about and appreciate those differences.

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