Included, but how? A critical investigation into elementary social studies standards about religion

Abstract

ABSTRACT Teaching about religion in public schools is a complicated and nuanced topic. Though religious illiteracy has been named as a widespread concern throughout the United States, little research has been conducted that critically analyzes what teachers are asked to cover. Preservice teachers often confess they do not understand what they are and are not allowed to say about religion, and many teachers choose to ignore teaching about religion at all. In this study, I conducted a critical content analysis of elementary standards about religion included in the state social studies standards documents for all 50 states and the District of Columbia. Then, using critical religious pluralism theory, I investigated the standards based on the inclusion of religious groups in curriculum content, as well as the extent to which this inclusion demonstrates challenges related to inclusion in curricula. Finally, I critically interrogated the ideology of the standards and made suggestions for how teachers and teacher educators can advocate for the inclusion of religion in elementary social studies.