Wayne Journell, University of North Carolina at Greensboro
Anthony Brown, University of Texas at Austin
Paul Fitchett, University of North Carolina at Charlotte
Book/Media Review Editor
Brooke Blevins, Baylor University
Sirkka Ahonen is Professor Emerita of social studies education at the University of Helsinki. She has published books on the adolescent perception of the nature of historical knowledge, the formation of historical identity, the use of history in post-socialist and post-conflict societies and of history of public education. Currently she is working on the national myths of the past.
Theresa Alviar-Martin is Associate Professor of Curriculum and Instruction at Kennesaw State University. Her research examines students' and teachers' perceptions of citizenship and civic identities from global, multicultural, and comparative perspectives.
Mark Baildon is Associate Dean in the Office of Education Research and an Associate Professor of Humanities and Social Studies Education at the National Institute of Education, Nanyang Technological University (Singapore). His research interests include social studies inquiry and literacy practices in 21st century global contexts.
Keith C. Barton is Professor in Curriculum and Instruction at Indiana University. His interests include history education, the history of the social studies curriculum, international perspectives on social education, and research methodology.
Kathy Bickmore is Professor in Curriculum Studies and Comparative International and Development Education programs at the Ontario Institute for Studies in Education, University of Toronto. Her interests include conflict, peace-building and democratic education in K-12 public schools, including comparative work in Mexico, Columbia, Bangladesh, and Canada.
Kristen Buras is an Associate Professor in the Department of Educational Policy Studies at Georgia State University. She is the coauthor of Pedagogy, Policy, and the Privatized City: Stories of Dispossession and Defiance from New Orleans. Grounded in critical theory and critical race theory, her research focuses on urban educational reform, cultural politics of curriculum, policy networks, and schooling in the U.S. South.
Todd Dinkelman is an Associate Professor of Social Studies Education in the Department of Educational Theory and Practice at the University of Georgia. His research interests include social studies teacher education, self-study of teacher education practices, and progressive social studies reform more generally.
Leonel Pérez Expósito is Professor at the Department of Social Relations (Departamento de Relaciones Sociales) at the Metropolitan Autonomous University, Xochimilico (Universidad Autónoma Metropolitana, Xochimilco) in Mexico City. His research interests are in the fields of civic and political education, education and economic and political inequality, and assessment of/for learning.
Tsafrir Goldberg is a Lecturer in the Department of Learning, Instruction and Teacher Education at the University of Haifa, Israel. His research focuses on higher order thinking in social studies and the relations of history teaching, identity, and intergroup relations.
Anne-Lise Halvorsen is an Associate Professor in the Department of Teacher Education at Michigan State University. Her research centers on the history of social studies education, the integration of social studies and literacy, students' processes of historical reasoning, and the design and teaching of innovative social studies pedagogy such as project-based learning, historical inquiry, and discussion.
Lauren McArthur Harris is an Associate Professor with a joint appointment in the Mary Lou Fulton Teachers College and the School of Historical, Philosophical, and Religious Studies at Arizona State University. Her research focuses on world history education, social studies curriculum and standards, and teachers’ decision-making. She is co-editor of The Wiley International Handbook of History Teaching and Learning.
Jennifer Hauver (formerly James) is Associate Professor at Randolph-Macon College. Her scholarship focuses on democratic and civic learning in schools and communities. Most recently she is at work on a book entitled Young Children's Civic Mindedness: Using Research to Inform Practice (Routledge)
Li-Ching Ho is an Associate Professor of Social Studies Education at the University of Wisconsin-Madison. Her research interests include global democratic, multicultural, and environmental citizenship education.
Joseph Kahne is a Professor of Education at the University of California, Riverside. His work concerns relationships between educational practice, civic development, and digital media with particular attention to the quality and equality of youth civic and political participation.
LaGarrett King is an Assistant Professor of Social Studies Education at the University of Missouri-Columbia. His research examines social studies history, race, and proliferation of Black history in schools and society.
John Lee is a Professor in the department of Teacher Education and Learning Sciences at North Carolina State University. His recent scholarship focuses on standards and curriculum development and more broadly on technology integration with an emphasis on digital history and pedagogy.
Brett Levy is an Assistant Professor in the department of Educational Theory and Practice at the University at Albany, State University of New York. His research examines how educational programs can support civic and political engagement among youth, and he teaches courses on social studies pedagogy, civic learning, and educational research methods.
J.B. Mayo, Jr is an Associate Professor of Social Studies Education at the University of Minnesota. His research interests include LGBT inclusion and Queer Theory within the social studies, critical multicultural education, global education, diversity, and social justice education.
Audrey Osler is Professor of Education at University College of Southeast Norway and Professor of Citizenship and Human Rights Education at the University of Leeds, UK. Her research addresses citizenship and identities in both post conflict and established democracies with a focus on diversity, migration, human rights, and social justice. She draws on life history research to challenge dominant narratives in history and social studies teaching.
Abby Reisman is an Assistant Professor of Teacher Education at the University of Pennsylvania's Graduate School of Education. Her research interests center on the teaching and learning of history, in particular, curriculum design and teacher education and professional development around core instructional practices.
Cinthia Salinas is a Professor of Social Studies Education at the University of University of Texas – Austin. Her research interests include the construction of cultural citizenship notions within bilingual and immigrant school settings, critical multicultural education and historical thinking practices that introduce critical/other historical narratives.
Sandra Schmidt is an Associate Professor of Social Studies Education at Teachers College, Columbia University. Her research interests include space and place in geography education, public space and civic efficacy, and how sexuality is positioned in/by the social studies.
Stephanie C. Serriere is a Professor of Social Studies Education at Indiana University Purdue University Columbus (IUPUC) and an affiliate faculty member at the Pennsylvania State University. Her research interests include critical civic education, social justice education, and specifically how schools position children as civic agents and their civic participation, education, and engagement.
Carla van Boxtel is a Professor of History Education at the University of Amsterdam and Director of the Dutch Center of Social Studies. Her research interests include historical reasoning, concept learning in social studies, dialogic teaching, and history learning in museums and outside school contexts.
Stephanie van Hover is Professor of Social Studies Education and currently serving as Chair of the Department of Curriculum, Instruction, and Special Education at the Curry School of Education at the University of Virginia. Her research interests include examining different aspects of teaching and learning of history in standards-based settings.
Phillip J. VanFossen is the James F. Ackerman Professor of Social Studies Education and Director of the James F. Ackerman Center for Democratic Citizenship in the College of Education at Purdue University. He also serves as the Associate Director of the Purdue University Center for Economic Education and teaches introductory economics courses for the Economics department. His research explores the use of digital resources in teaching and learning economics.
Bronwyn E. Wood is a Senior Lecturer at the Faculty of Education in Victoria University of Wellington, New Zealand. Her research interests centre broadly on social studies and citizenship education, youth citizenship participation, and themes of social class, belonging, and peace.
Ashley N. Woodson is an Assistant Professor of Learning, Teaching and Curriculum at the University of Missouri-Columbia. Her research examines how Black adolescents interpret histories of human rights struggle, with particular interest in the racial and civic identities of Black girls.
Christine Woyshner is a Professor of Social Studies Education at Temple University. She researches the role of civic voluntary associations in the history of education and the history of social studies. She also has written extensively on race, gender, and social justice in the K-12 curriculum.