Social and Cultural Studies of Education
Social and Cultural Studies of Education (SCS) is an area of study for students pursuing an M.Ed., M.S., or Ph.D. in the Division of Teaching, Learning, Leadership, and Policy (TLLP) in the School of Education.
Faculty and students in SCS define education broadly. We recognize schools as particular sites of education and are committed to studying their policies, practices, and pedagogies as reflections of socio-historical, cultural, political, and economic struggles. Yet, we also recognize and study important educational sites and activities beyond the school walls: in community organizations and youth groups; within social movements and popular culture; on the pages of academic journals and in the actions of intellectual leaders.
We recognize that schooling– as currently arranged– reflects and reproduces broader social inequalities structured by race, class, gender, and ability. Yet, we believe that alternatives– seeds of dissent and possibility– also can be found within particular classrooms and non-school settings.
The work of faculty and students in SCS seeks to illuminate both the inequalities and possibilities in the present educational landscape, with the goal of creating critically-engaged scholars and educators of the future.
SCS faculty members have particular expertise in ethnographic and historical methods. Our work is grounded in critical and sociocultural theoretical perspectives, though we also engage in a range of qualitative and conceptual methodological approaches and draw from a variety of social, cultural, and political theoretical traditions.
In recent years, faculty work has been published in leading journals in the field of education, such as Anthropology & Education Quarterly, Cultural Studies of Science Education, Curriculum Inquiry, Educational Policy, Educational Studies, Equity & Excellence in Education, History of Education Quarterly, International Journal of Qualitative Studies in Education, Multicultural Perspectives, Race Ethnicity & Education,Teachers College Record, and Theory and Research in Social Education. Faculty have also authored books, published numerous chapters in edited collections, and written essays for general readership education publications, such as Rethinking Schools and Teaching Tolerance.
Commitment to Teacher Education and Graduate Education
In addition to preparing graduate students to inquire broadly into education in P-20 and non-schooling contexts, SCS has a particular commitment to teacher preparation. SCS oversees all teacher preparation courses in multicultural education, social foundations, and elementary social studies. We are thus particularly interested in these areas, and teacher education more generally, as topics of inquiry. If you are interested in being an educational researcher or teacher educator with a special emphasis in any of these areas, this may be an excellent program for you.
Education for Social Justice Graduate Certificate
Because SCS faculty take a justice-stance that is grounded in a belief that education should be explicitly anti-oppressive and for liberation, we are also involved in the School of Education’s graduate certificate in Education for Social Justice. Most students in SCS (M.Ed., M.S., and Ph.D.) thus also choose to complete the requirements for the certificate.
M.Ed. or M.S.
The School of Education offers an M.Ed. and M.S. in Education with an emphasis in Social and Cultural Studies of Education. Both the M.Ed. and M.S. require completion of a minimum of 30 credits. The M.Ed. requires completion of a creative component and the M.S. requires completion of a Thesis.
All M.Ed. and M.S. students must meet the School of Education requirements for the M.Ed. or M.S. and the Division requirements for the M.Ed. or M.S.
In addition to School of Education and Division requirements, all M.Ed. and M.S. students in SCS determine coursework requirements with their Program of Study Committee.
The School of Education offers a Ph.D. in Education with a specialization in Teaching, Learning, Leadership, and Policy (TLLP) and an emphasis in Social and Cultural Studies of Education.
All Ph.D. students must meet the School of Education requirements for the Ph.D. and the Division requirements for the Ph.D. All coursework completed in addition to the School-level and Division-level requirements are determined in consultation with the student’s Program of Study Committee.
Michael Bowman (Assistant Professor)
Katherine Richardson Bruna (Associate Professor)
Julio Cammarota (Associate Professor)
Ellen Fairchild (Senior Lecturer)
Isaac Gottesman (Associate Professor)
Noreen Naseem Rodriguez (Assistant Professor)
Gale Seiler (Associate Professor)
Manali Sheth (Assistant Professor)
Katy Swalwell (Associate Professor)
Application and Admissions Procedures
Please review the process of applying and requirements for admission for further information.
Inquiries about Social and Cultural Studies of Education
Please contact our Division Head: Manali Sheth