LAUSR

Abstract Using narrative inquiry, this paper explores the lived experiences of six preservice social studies teachers. It uses these lived experiences to gain insight into these preservice teachers' orientations towards teaching social studies, particularly in regard to their ideological understanding of authority and citizenship. Each experience shared in the study both revealed and then shifted already established beliefs and assumptions in regards to school authority. The paper continues to the preservice teachers' own goals for their Social Studies classrooms and how their understanding of authority is present or absent in those goals.