More Than Maps and Flags: Preservice Teachers’ Interpretations of Culture In Elementary Social Studies Curricula

This study examines preservice teachers’ drawings of social studies to reveal how visual imaginaries of culture reproduce sanitized, patriotic, and depoliticized curricular narratives. Findings show persistent reliance on maps, flags, timelines, and teacher-centered iconography, with only limited movement toward power-conscious representations, underscoring the need for justice-oriented teacher education.