Planning and developing a social studies programme: a case for “serious talk” in the syndicate

An interpretive case study approach was used to investigate teachers’ understanding of the purpose and nature of social studies education and how teachers plan and develop their social studies programme. Data were gathered from eight teachers in a Years 3 and 4 syndicate at a large Auckland primary school through three complementary techniques: observation at syndicate meetings; documentary evidence; and semistructured interviews with four syndicate members. Overall, it was concluded that if teachers are to move beyond the limiting and limited perspective of social studies education that underpins current understanding and programmes, and if students are to experience contemporary, transformative social studies, teachers need opportunities to engage in “serious talk” about what counts as worthwhile social studies knowledge, why it is considered worthwhile, and how it should be taught and learnt.