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 relevant to students’, their contexts, and what is going on in the world, both locally and more broadly. 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’s (1938) notion of inquiry as freedom and Freire’s (1970) emphasis on dialogue, I aim to design environments where students co-construct knowledge, take intellectual risks, and participate in reflective practices that strengthen their voices as learners and future educators. 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. 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 to prepare aspiring teachers 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 (Freire) and inquiry (Dewey) in both social studies and general education. I explore how teachers disrupt classroom power structures 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). Currently, I am learning more about MCPSS, the Gulf Coast, and local and Indigenous history to build stronger connections and alignment between social studies education and the context of Mobile.

Courses

EDU 457/SED 557: Teaching Social Studies in Secondary Schools
EDU 342/SED 529: Secondary Methods Field Experience