Making the socio-historical visible: A place-conscious approach to social foundations in practice-centered teacher preparation

In this conceptual article, the authors argue that the turn toward practice in teacher preparation can be deepened and made more authentic by a “place-conscious approach to social foundations.” The authors offer three ways of seeing place that can ground social foundations coursework: 1) ways of seeing place through expansive data use; 2) ways of seeing place through experience; and 3) ways of seeing place-making. Using examples from their own foundations courses, the authors contend that such an approach can help pre-service teachers use tools of the humanities and social science to engage the socio-political contexts of teaching and learning.