Dr. Sabrina Caldwell
Education
Ph.D. in Teaching and Learning - Social Studies Education, New York University, 2025
M.Ed. in Secondary Education, Social Studies, Vanderbilt University, 2015
B.A. in International Studies; German; Minor in Faith, Peace, Justice Program, Boston College, 2012
Teaching Philosophy
My teaching philosophy is grounded in the belief that education should be inquiry-based,
student-centered, and equity-focused. I view the classroom as a democratic and collaborative
space where students engage critically with content, connect it to their lived experiences,
and
develop the skills to analyze and reflect on complex social and political issues.
Influenced by
Dewey鈥檚 (1938) notion of inquiry as freedom and Freire鈥檚 (1970) emphasis on dialogue,
I design
environments where students co-construct knowledge, take intellectual risks, and participate
in
reflective practices that strengthen their voices as learners and future educators.
In my university teaching, I model equity-driven pedagogy across courses ranging from
foundations to practice-based modules, including classroom management, disciplinary
literacy,
and assessment. Regardless of course format or size, I emphasize exploratory talk
(Barnes,
2008), collaborative learning, and reflective journaling to help students articulate
their evolving
teaching philosophies. I also integrate culturally responsive pedagogy throughout
my instruction,
recognizing its importance for preparing teachers to work in diverse schools.
Student feedback underscores the effectiveness of this approach, highlighting my ability
to
create inclusive and engaging learning environments, facilitate meaningful discussions,
and
provide constructive feedback. My teaching also extends to curriculum design, where
I
incorporate diverse voices such as Bettina Love, bell hooks, and Christopher Emdin
to ensure
preservice teachers engage with scholarship relevant to current educational contexts.
Ultimately, I see teaching as a continually evolving craft rooted in democratic practice,
reflection,
and collaboration. My goal is to prepare teachers who are not only effective in the
classroom but
also transformative in their communities.
Research
As a qualitative researcher, I study how aspiring and practicing social studies teachers
develop
their voices, identities, and pedagogical approaches within varied educational contexts.
My work
examines how teacher educators can prepare candidates to 鈥渢each against the grain鈥�
(Cochran-Smith, 1991/2001) and support practicing teachers in developing agency to
teach
critically, inclusively, and responsively.
At the core of my research is the incorporation of critical pedagogy in social studies
education,
equipping students to recognize and dismantle unjust systems. Drawing from Freire
(1970),
Banks (2015), and others, I explore how teachers disrupt classroom power structures,
challenge
restrictive curricula, and create opportunities for democratic citizenship and activism.
I also
investigate how educators navigate increasing political polarization and curricular
control while
still fostering justice-oriented, participatory classrooms.
Beyond classroom practices, I study how social studies teachers implement innovative
curriculum models such as project-based learning, action research, and youth participatory
action research (YPAR). This work has led to multiple publications and national conference
presentations. In parallel, my research on teacher education programs鈥攊ncluding recruitment,
retention, and preparation in urban contexts鈥攈as highlighted the importance of culturally
responsive pedagogy, equitable admissions practices, and teacher agency in sustaining
the
profession.
My broader agenda, grounded in equity and justice, addresses the urgent need to prepare
teachers for increasingly diverse classrooms and politically charged contexts. By
examining how
educators develop agency and navigate restrictive conditions, my work contributes
to creating a
more democratic, inclusive, and resilient vision for social studies education.
Courses
EDU 457/SED 557: Teaching Social Studies in Secondary Schools
EDU 342/SED 529: Secondary Methods Field Experience