Learning from Roger Simon - The work of Pedagogy in the Social Studies - Paper

Oct 15, 2026

Uploaded by pop out

This paper offers an affirmative reading of Roger Simon’s key constructs of pedagogy, ethics, culture, and justice. By rereading his texts with, against, and across the trajectory of his thought, it develops new possibilities for pedagogy in global contemporary contexts. Reading affirmatively is framed as generative critical thinking that renews meaning through an ongoing dialogical process, while honoring Simon’s lifework through sustained attention to his words for thinking, learning, teaching, and acting in the world.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Pedagogy, ethics, culture, and justice

Affirmative reading and generative critical thinking

Reading along a thinker's trajectory

Mishra Tarc, 2014 Canadian Social Studies, Volume 47, No. 2 Learning from Roger Simon: The work of Pedagogy in the Social Studies Curriculum Aparna Mishra Tarc Faculty of Education York University [amishratarc@edu.yorku.ca](amishratarc@edu.yorku.ca) Abstract This paper conducts an affirmative reading of key constructs of pedagogy, ethics, culture and justice put forth in the texts of Roger Simon. Rereading these texts with, against and across the trajectory of one thinker’s thought, the article generates new possibilities for pedagogy in global and contemporary times. The paper demonstrates that reading affirmatively is a generative form of critical thinking that considers, deliberates and renews thought as an active ongoing and dialogical process of meaning making. This way of reading, as closely inhabiting the lines of the other’s thought, seeks to do justice to the lifework of this remarkable thinker and contributesa view of reading the other’s words as a vital to thinking, learning, teaching and acting in the world. It is neither easy nor agreeable to dredge this abyss of viciousness, and yet I think it must be done, because what could be perpetrated yesterday could be attempted again tomorrow, could overwhelm us and our children. One is tempted to turn away with a grimace and close one's mind: this is a temptation one must resist. —Primo Levi I first read Roger Simon's groundbreaking book Teaching Against the Grain (1992) twenty years ago. Recently finished teacher's college, the book entered into my consciousness when I was a young and idealist teacher ready to take on the world. However, before embarking on classroom teaching, a professor in the faculty of education at Queen's University urged me to 'slow down' and continue reading in the field of critical pedagogy by entering into graduate studies. Following this advice, I was introduced to Simon's (1992) beautiful book in a cultural sociology class. Taught by Dr. Glenn Eastabrook (1977), a contemporary and intellectual comrade of Simon, I was plunged into the ideas ofa range of scholars grappling with the implications of Freire's Pedagogy of the Oppressed (1977/1981) . Among the more unforgettable readings we engaged during this time was Simon's (1992) book on pedagogy: Teaching Against the Grain tentatively offered to teachers and students engaging with each other and the world. First books are a precious gift. The more stunning and ground‐breaking of first books archive a faint blueprint of a great thinker's intellectual development and trajectory. First encounters with such books are also precious. As it did for my cohort and I, this first book set the scene for the ideas and intellectual development of emerging thinkers. I would go on to follow and read all of Simon's works for Mishra Tarc, 2014 Canadian Social Studies, Volume 47, No. 2 twenty years before meeting him in person at a cultural studies conference. He is perhaps, the only scholar I have encountered whose ideas, way of being in the world, and professional practice seemed remarkably aligned. As we talked, his ideas came to life in person. And the rest, as they like to say, in regards to our too brief yet profound intellectual collaboration, is history. Simon was my beloved mentor, yet this paper will not give a personal reflection of his teaching: I never sat in his class, and Simon was not my teacher in any formalized or conventional sense. Instead, this paper explores the implications of particular aspects of his theory of pedagogy for teachers of the humanities and social sciences. Although we collaborated in person, my most searing pedagogical memories of Roger Simon are a direct result of my sustained attention to reading and interpreting his work. His thoughts inform my own theories of pedagogy, and Iam sure, a new generation of scholars will continue to be deeply influenced by his many books, papers, and published lecture notes. These engagements will in turn carry o

FAQs

What does the paper mean by “an affirmative reading” of Simon’s texts?

It rereads Simon’s constructs of pedagogy, ethics, culture, and justice in a generative way, treating reading as an active dialogical process of meaning making.

How does the paper connect affirmative reading to critical thinking?

Affirmative reading is described as a form of critical thinking that considers, deliberates, and renews thought rather than closing meaning down.

What is the paper’s pedagogical focus for teachers of the humanities and social sciences?

It explores implications of Simon’s theory of pedagogy for how teachers practice reading and interpretation to support learning in ways that are not immediately seen.

Oct 15, 2026

Uploaded by pop out