Curriculum content: Social Reconstructionism

The Social Reconstruction curriculum emphasizes civic education, service learning,

critical thinking, and exploration of social inequities. Students gain knowledge on subjects

including social responsibility, civic engagement, and the root causes of social problems.

They are also urged to critically examine the world around them and investigate their

own values and views. Coursework frequently consists of debates on issues like privilege, race,

class, and gender as well as critical analyses of current events and community service initiatives.

Social reconstructionists believe strongly in the power of democracy to improve society.

Thus, Social Reconstructionist classroom curricula reflect “democratic ideals and emphasize

civic education” (Webb et. al., 2010, p. 87).

The social reconstructionism class curriculum emphasizes critical theory and the

development of critical literacy or critical thinking skills (Webb et. al., 2010). This means

students are challenged to think critically by reflecting on and exploring social inequalities. For

example, students might research gender inequality in the past and be asked to relate it to gender

inequality issues that still exist today.

 Blake & Masschalein (2003) points out that social reconstructionist curricula challenge

all unequal power relations and focus on power related to class, gender, sexuality, race, and

nationalism. One of the most unequal power relations currently at issue with this curriculum is

within schools. This unequal power is hidden by the hidden curriculum taught to students every

day. Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values,

and perspectives that students learn in school, consists of the unspoken or implicit academic,

social, and cultural messages that are communicated to students while they are in school.

In summary, the nature of the curriculum within the Social Reconstructivist classroom, should:

 Inform students.
 Stir emotions within students.
 Shed light upon social inequities.
 Improve students’ abilities to think critically.
 Charge students to take action.

Students studying this curriculum will be able to take matters into their own hands and make
positive changes that will improve society for the better.
Kharback, M. (2023, May 3). Social Reconstructionism Simply Explained - Educators

Technology. https://www.educatorstechnology.com/2023/05/social-reconstructionism-

simply.html?

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Webb, D. (2010). Paulo Freire and “the need for a kind of education in hope.” Cambridge

Journal of Education, 40(4), 327–339. https://doi.org/10.1080/0305764x.2010.526591