Abstract

Research on gender in social studies has acknowledged the marginalized position of women, nonbinary, and transgender peoples within social studies curriculum and pedagogy while also making note of the ways that whiteness and masculinity shape the embodiments of citizenship and social studies. This chapter considers the ways that white heteronormative masculinity projects expectations onto teachers and students through curricular representations and pedagogical practices common within the field through the centering of several myths about the nature of masculinity. The author seeks to make sense of the ways that historical hauntings of white masculinity shape white students’ and teachers’ understanding of themselves and others, civic action, and pedagogical responsibility within the contexts of social studies teaching and learning.