Journal Article

Critical Student Agency in an Integrated Social Studies Unit

Bamidele, Bolaji, Searle, Kristin A.

2026

Overview

Background: Research has highlighted the value of centering student voices and agency in classroom contexts, yet few curricula explicitly foreground critical agency in their design. This qualitative case study examines how students enact agency within an integrated curriculum that combines computer science, social studies, and Indian Education for All (IEFA) standards. The unit focused on tribal sovereignty and why treaties still matter for indigenous people today, enabling students to connect their lived experiences to broader sociopolitical contexts. Data were collected through classroom observations, student and teacher interviews, and student artifacts. Results: Analysis revealed that students performed agency in three interrelated ways: as experts, investigators, and advocates. In the expert role, students demonstrated mastery of content, research, and computational skills; as investigators, they engaged in inquiry-based exploration of food accessibility issues; and as advocates, they positioned themselves as agents of social change. These findings suggest that integrated, student-centered curricula can cultivate critical agency, enhance computational and disciplinary learning, and promote social justice orientations. Conclusions: By centering student agency, social studies classrooms have the potential to become spaces where learners are co-contributors alongside the teacher and engage with social issues. The study provides empirical evidence for designing curricula and professional development that support student-led inquiry and action, preparing youth to participate democratically and take civic action.

• Publisher: MDPI AG
• Subject: Analysis / Case studies / Change Agents / Citizen Participation / Citizenship / Citizenship Education / Civics / Classrooms / Collaboration / Community service / Computer Science Education / Core curriculum / Creativity / critical student agency / Critical Thinking / Cultural Context / Curriculum Design / Decision Making Skills / Dialectics / Educational Change / Educational Researchers / Grade 6 / Historical Interpretation / Indigenous peoples / Integrated Curriculum / Intermediate Grades / Interpersonal Competence / Knowledge / Learner Engagement / Learning / Learning Activities / Learning Experience / Mathematics Activities / Mathematics Education / middle school / Middle schools / Native Americans / Participation / Reservations / Science Education / Social aspects / Social justice / Social structure / Social studies education / Sociopolitical factors / Students / Teachers / Teaching / Tribal sovereignty