Jason Manriquez

This article asks the question: what does Jacques Derrida have to do with social science education? Taking a cue from Derrida himself, we will attempt to seriously engage with social science curricula, taking deconstruction into the specters haunting social studies, particularly the list of NCSS requirements for teaching economics in the United States. Among the social science subjects addressed by the NCSS standards, the most extensive list of disciplinary standards is given for economics. We find this interesting as a starting point because who we are as persons is entangled with the tendrils of capitalism, which, in turn, implicates us in a cycle that (re)produces various dimensions of embodied stress and ecological harm. Starting from such economic instruction, we find that it strives to educate and inform students about the required definitions, understandings, and functions to which they will be subject. In doing so, we are confronting the absence of the otherwise. From a Derridean perspective, we are made sensible to the “hauntological,” those elements that are not explicitly present but whose absence delineates our realities and (im)possibilities. In this chapter, we are thinking along with Derrida, not necessarily as Derrida would think, but in dialogue, hauntologically—like a conversation with him on a date or over the phone.