Recently, I read social science researchers are way too weird. WEIRD stands for Western, Educated, Industrialized, Rich, and Democratic. Between 2003-2007, 96% of behavioral science research used WEIRD subjects. Accordingly, conclusions about the human mind are based on this very specific demographic group.
However, WEIRD subjects are, well, weird themselves – scholars suggest that this narrow sample is not representative of the world’s people. In fact, authors of this article say WEIRD individuals are “frequently a distinct outlier vis-à-vis other global samples. [They] may represent the worst population on which to base our understanding of Homo sapiens” (Heinrich, Heine, & Norenzayan, 2010; 48).
This research made me reflect upon other ways in which my understanding of the “universal” was going unchallenged. In social studies education, we too are dominated by the WEIRD. Across the subjects, particularly world and US history, WEIRD perspectives dominate. The standard version of these histories is far from holistic. Challenging the WEIRD requires teachers consider the many voices that might be missing from standard content.
Using inquiry can open up curricular space to challenge dominant narratives, whether WEIRD or not. Using the three core components of the Inquiry Design Model, we should use questions, tasks, and sources to challenge standard beliefs:
- Ask students compelling and supporting questions that complicate or challenge a standard belief on a topic.
- Example: Did the Constitution establish a just government? Though this is a WEIRD question, it challenges the standard belief that the Constitution is just.
- Create tasks, including a Taking Informed Action component, where students apply complex understandings towards challenging a standard belief.
- Example: textbook assessment and proposal to publisher on a topic students feel is one-dimensional.
- Use sources that expose students to different perspectives, particularly from marginalized groups.
- Example: content on World War I should include non-Western voices, as the war touched every continent.
Through inquiry, teachers and students alike can grapple with the WEIRDness or standard version of different subjects.
The WEIRD article concluded by challenging the field’s experts: “Behavioral scientists now face a choice – they can either acknowledge that their findings in many domains cannot be generalized beyond this unusual subpopulation (and leave it at that), or they can begin to take the difficult steps to building a broader, richer and better-rounded understanding of our species” (48). The same applies to social studies – we can acknowledge that there is a dominant version, or we can begin the difficult steps to create a better, more holistic understanding of humanity.
