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
Jami Carmichael is a first generation college student, born and raised in Portland, Oregon. She began her career in education teaching African American History at Portland Community College. Following a move to California, Jami taught U.S. History/AP U.S. History and American Government/AP American Government at the high school level. She is currently a Ph.D. candidate at Arizona State University, focusing on social studies education and educator well-being. She explores how social studies educators and pre-service teachers engage teaching practices that are student-centered, justice-oriented, and research-based. Her research also examines how educators and pre-service teachers conceptualize, experience, and nurture their well-being and how educational leaders and policymakers can create conditions that support educator well-being.
- Pursuing: Ph.D. Education, Arizona State University
- Pursuing: Graduate Certificate in Integrated Health Modalities
- Graduate Certificate in African Studies
- 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 sociopolitical contexts?
How do sociopolitical climates shape educator well-being and how are educators responding?
What supports do educators need to nurture and sustain their well-being?
How do pre-service teachers understand educator well-being and what tools do they need to sustain their well-being as the 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 social studies teaching practices
- AI and innovation in social studies education
- Educator well-being across diverse sociopolitical contexts
- Political climates, policy conditions, and systemic factors shaping teacher well-being
- Critical frameworks for theorizing 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