Thornton (1991, 2005) and van Hover et al. (2010) have described social studies teachers as curricular-instructional gatekeepers who exercise some control over the topics and perspectives taught in classrooms. Crocco and Livingston (2017) contended that “satisfactory gatekeeping,” for social studies teaching “depends on the elements” Shulman identified in his work on PCK (p. 367). PCK, Shulman (1987) wrote, “represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction”

(p. 8). Taking into account this work, What methodological approach provides a powerful lens for delineating social studies teachers as curricular-instructional gatekeepers? Why? How does the chosen methodological perspective and study design build on or extend previous work in this area?