ABSTRACT
Many policy mechanisms have the potential to reprioritize social studies. Ironically, these same policy tools have also been associated with the marginalization of the subject area. Nevertheless, recent shifts in policy aims accompanied by grassroots activities are making strides in positioning social studies as an essential field of study. A focus on time without consideration of who has access to social studies will underserve elementary school children. When school schedules couch social studies within the literacy block, social studies is rarely taught and students are more likely to be pulled for remediation and language support. Although national policy and standards create policy cultures in which social studies is viewed more favorably and positioned as having a seat at the curriculum table, policy alone will not lead to the reprioritization of social studies. Operating within policies to leverage the influence of teachers and administrators to enact policy is equally important.
