TRSE Editorial Board

Theory & Research in Social Education Editorial Board

Editorial Team


Wayne Journell, University of North Carolina at Greensboro

Associate Editors

Anthony Brown, University of Texas at Austin

Paul Fitchett, Auburn University

Book/Media Review Editor

Brooke Blevins, University of Idaho

Editorial Board

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 use in and abuse of history in the international culture and education of history.

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 Professor in Foundations of Education at the United Arab Emirates University. His research interests include social studies inquiry, global citizenship education, and critical digital literacy practices in 21st century global contexts.

Keith C. Barton
is Professor in the Department of 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. He is co-author, with Li-Ching Ho, of Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education.

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 Professor of Social Studies Education in the Department of Mathematics, Science, and Social Studies Education 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 history curriculum and standards and teachers' decision-making. She is co-editor of Teaching Difficult Histories in Difficult Times: Stories of Practice (Teachers College Press, 2022).

Jennifer Hauver
is Dean of the School of Education at Trinity Washington University in D.C. Her scholarship focuses on democratic and civic learning in schools and communities. Her most recent book is entitled Young Children's Civic Mindedness: Using Research to Inform Practice (Routledge).

Li-Ching Ho
is Professor of Social Studies Education at the University of Wisconsin-Madison. Her research interests include global democratic, multicultural, and environmental civic education. Her most recent book, co-authored with Keith C. Barton, is Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education (Routledge, 2022).

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 Associate Professor at the University of Buffalo. 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 Associate 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.

Kevin Meuwissen 
is an Associate Professor, Coordinator of Social Studies Education, and Director of Teacher Education at the University of Rochester's Warner Graduate School of Education. His scholarship attends to social studies teachers' mediation of political influences in their schools to make curricular and instructional decisions, and teenagers' understandings of how people's cultural, ethical, and ideological commitments intersect with their political discourse and activities.

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 Associate Professor of Teacher Education at the University of Pennsylvania's Graduate School of Education. Her research centers on the challenges of teaching document-based historical inquiry. She investigates the design and implementation of curriculum materials, history assessments, and teacher learning experiences that support document-based analysis and classroom discourse.

Leilani Sabzalian
(Alutiiq) is an Assistant Professor of Indigenous Studies in Education and Co-Director of the Sapsik’wałá (Teacher) Education Program at the University of Oregon. Her research focuses on creating spaces to support Indigenous students and Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and practice.

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.

Edda Sant
is a Reader in the Department of Childhood, Youth and Education Studies at Manchester Metropolitan Education. Her research focuses on areas of political, citizenship and history education and aims to further democratize curriculum and society.

Maribel Santiago
is an Assistant Professor of Justice and Teacher Education at the University of Washington. Her research interests include the history of education and the teaching and learning of racial/ethnic history in the United States.

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 Interim Dean of the College of Education at Purdue University where he also serves as the Ackerman Distinguished Professor of Social Studies Education and Director of the Ackerman Center for Democratic Citizenship. He also serves as the Associate Director of the Purdue University Center for Economic Education and teaches introductory economics courses for the Economics department. He is also the Faculty Athletics Representative for Purdue.

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 Dean of the School of Public Purpose and Professional Advancement at Albion College. 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.