Jami Carmichael
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Mail code: 1811Campus: Tempe
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Student Information
Graduate StudentLearning, Literacies and Technologies
MaryLouFulton College for Teac
Dr. Jami Carmichael is a first generation college student, born and raised in Portland, Oregon. She draws from nearly 20 years of experience in education, both teaching and conducting research at the high school, community college, and university levels. Jami both studies and centers the experiences of educators engaged in justice-oriented teaching, with particular attention to the practices and relationships that sustain their work and their well-being across diverse educational and sociopolitical contexts. Her research also examines the relational, organizational, and policy conditions that influence teacher well-being, professional sustainability, and retention.
- Ph.D. Education, Arizona State University
- Graduate Certificate in Integrated Health Modalities, Arizona State University
- Graduate Certificate in African Studies, Arizona State University
- M.S. Psychology, Grand Canyon University
- M.A. History, Portland State University
- B.S.C. Marketing, Santa Clara University
Guiding questions:
Social Studies Education:
How do social studies educators conceptualize and engage in student-centered, justice-oriented teaching practices?
How do social studies educators conceptualize and engage in relational practices in the classroom?
How do social studies educators engage technologies, including AI, to enhance student learning and engagement?
Educator Well-Being:
How do educators conceptualize and experience well-being across diverse educational and sociopolitical contexts?
How do relational, organizational, and policy conditions shape educator well-being and retention?
How do pre-service teachers understand educator well-being and what tools do they need to sustain their well-being as they enter the field?
How do schools of education include educator well-being curricula in their pre-service teacher programs?
Carmichael, J., Ayirah, F. K., Brown, K., & Spengler, L. (2025). Editorial introduction: (Re)Designing education for better futures: Student-centered and collaborative approaches to equity and transformation. Current Issues in Education, 26(1). https://doi.org/10.14507/cie.vol26iss1.2399
Carmichael, J., Casanova, C., Parnell, J., King, J., Cashion, M., & McGehee, R. (2025). An exploration of teacher sense-making around whiteness during a critical professional development course. AERA Open. https://doi-org/10.1177/23328584251338817
Carmichael, J., Parnell, J., & Fathalizadeh, R. (2025). “Unjust and unworthy portrayal”: A multimodal content analysis of Black experiences in U.S. history textbooks. Journal of Curriculum Studies, 1-17. https://doi.org/10.1080/00220272.2025.2486118
Carmichael, J., Pham, J., Sampson, C., & López, R. M. (2025). How whiteness shapes public narratives: A critical discourse analysis of media and the NSBA letter. Education Administration Quarterly, 1-30. https://doi.org/10.1177/0013161X251372931
Harris, L. M., Carmichael, J., Lee, J., Shelton, C. & Archambault, L. (2025). Navigating “Difficult” Histories: An Exploration of Teachers’ Use of Internet Resources for Planning. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2595-2600). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225843/
Martell, C., Harris, L. M., Carmichael, J., Lee, J., Chambers, J. (2025). A multi-state policy analysis of social studies standards committee processes. American Journal of Education, 131(3). https://doi.org/10.1086/734976
Pham, J., Carmichael, J., Sampson, C., & López, R. M. (2025). The construction of dominant narratives in the digital age: The impact of Twitter on educational politics and practices. AERA Open. https://doi-org/10.1177/0013161X251372931
Reed, E., German, C., Geraghty, P., Brown, K., & Carmichael, J. (2025). Reflecting on our shared educational futures: A global need to belong for transformative learning. Current Issues in Education, 26(2).https://doi.org/10.14507/cie.vol26iss2.2475
Archambault, L., Shelton, C., Harris, L. M., Carmichael, J. & Lee, J. (2024). Digital pathways to difficult histories: Analyzing social studies teachers’ internet search processes when preparing to teach difficult history topics. In J. Cohen & G. Solano (Eds.) Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1768-1773). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224220/
Martell, C., Harris, L. M., Lee, J., Chambers, J., Carmichael, J. (2024). Silent covenants and structural barriers: State standards committees and the maintenance of race-evasive social studies standards. AERA Open. https://doi.org/10.1177/23328584241265303
- Student-centered and justice-oriented teaching practices
- AI and innovation in social studies education
- Educator well-being across diverse educational sociopolitical contexts
- Relational, organizational, and policy conditions that shape teacher well-being and retention
- Critical frameworks for theorizing, examining, and advancing teacher well-being
- Media influence on school board governance
- Teacher professional development
- How social studies teachers identify and select online sources to teach "difficult" histories
- Multimodal content analysis of U.S. history textbooks