Jami Carmichael
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Mail code: 1811Campus: Tempe
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Student Information
Graduate StudentLearning, Literacies and Technologies
MaryLouFulton Teachers College
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 and American Government at the high school level. She is currently pursuing her Ph.D. in Education at Arizona State University, focusing on equity and justice in social studies education. Specifically, she is exploring how social studies educators teach about race/racism, center counter histories, honor diverse ways of knowing, and raise their students' critical consciousness. She pursues this line of inquiry through theories and methodologies such as critical race theory, critical whiteness studies, social construction theory, critical discourse analysis, critical consciousness, and transformational learning as approaches for analyzing and alleviating the harmful effects of white supremacy and racism in education.
- Pursuing: Ph.D. Education, Arizona State University
- M.S. Psychology, Grand Canyon University
- M.A. History, Portland State University
- B.S.C. Marketing, Santa Clara University
Some guiding questions:
How do social studies (teacher) educators:
teach about race/racism
center counter histories
honor diverse ways of knowing
raise critical consciousness
create transformative learning moments/environments
What can we learn from educators who have been teaching in subversive and fugitive ways since forever? How do (teacher) educators bring these pedagogies, behaviors, and strategies into their social studies (teacher education) classrooms?
How can social studies (teacher) educators address and refuse white supremacy in their classrooms?
What do ethnic studies pedagogies teach us about how to be anti-racist educators in the classroom?
What are pre-service teachers' perceptions of teaching about race/racism in P-12 classrooms?
How do we prepare pre-service teachers to be anti-racist educators?
How has teaching about race/racism in P-20 classrooms changed since “anti-CRT” campaigns/laws?
What strategies do anti-racist, subversive educators employ to resist “anti-CRT” campaigns/laws in order to continue teaching about race/racism and center counter histories in their classrooms?
- Media influence on school board governance and equity-oriented policies and practices (critical race theory, critical discourse analysis, and critical policy analysis).
- How teachers identify and select online sources to teach difficult histories.
- "Anti-CRT" campaigns/laws and pre/in-service teachers.
- The youth opt out movement.
- YPAR professional development (critical whiteness studies lens).
- A multimodal content analysis of U.S. history textbooks' portrayals of Black experiences.