Jami Carmichael
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Mail code: 1811Campus: Tempe
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Jami Carmichael, Ph.D., is a Faculty Associate in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Born and raised in Portland, Oregon, and a first-generation college student, she brings over 20 years of experience in education across community college, K–12, and university settings.
Carmichael began her career in higher education teaching African American History at Portland Community College. She later taught U.S. History, AP U.S. History, American Government, and AP U.S. Government and Politics at the high school level, where she also served as a history department chair. At Arizona State University, she has taught courses in social studies education, civic engagement, historical inquiry and empathy, historical reasoning, qualitative research, social media and AI literacy, and applied project research.
Carmichael earned her Ph.D. in Education from Arizona State University, specializing in Social Studies Education. She also holds graduate certificates in Assessment of Integrated Health Modalities and African Studies from Arizona State University, an M.S. in Psychology from Grand Canyon University, an M.A. and B.S. in History from Portland State University, and a B.S.C. in Marketing from Santa Clara University.
Her research lies at the intersection of justice-oriented social studies education, responsible AI use in the classroom, and educator well-being. Her current scholarship examines the relational, organizational, and policy conditions that shape teacher well-being and professional sustainability; the role of care, community, and relationality in sustaining educators; and the equitable and environmentally responsible use of technology and generative AI in K–12 classrooms. Across this work, she is particularly interested in centering educators’ experiences as a way to inform educational leadership, policy, and teacher preparation.
Her work has been published in AERA Open, the Journal of Curriculum Studies, Educational Administration Quarterly, the American Journal of Education, and Contemporary Issues in Technology and Teacher Education: Social Studies. She has presented her research at the American Educational Research Association (AERA) and the National Council for the Social Studies College and University Faculty Assembly. (CUFA)
- 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. 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?
Ethical AI Use:
How do educators ethically engage technologies, including generative AI, to build more connection and care in the classroom?
How do educators ethically engage technologies, including generative 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?
Harris, L. M., Carmichael, J., Shelton, C., & Archambault, L. (2026). Consequential clicks in curriculum planning: Teachers navigating online searches for “difficult history” topics. Contemporary Issues in Technology and Teacher Education: Social Studies 26(2). https://citejournal.org/volume-26/issue-2-26/social-studies/consequential-clicks-in-curriculum-planning-teachers-navigating-online-searches-for-difficult-history-topics/
Pham, J., Carmichael, J., Sampson, C., & López, R. M. (2026). Constructing dominant narratives: Twitter, public discourse, and the politics of an educational organization in controversy. AERA Open. https://doi.org/10.1177/23328584261458838
Pham, J., Carmichael, J., Sampson, C., & López, R. M. (2026). Parents, politics, and public institutions: A sentiment analysis of twitter discourse on the NSBA’s letter to Biden controversy. In Handbook of Theory and Research in Digital Media and Education (pp. 1–19). Springer, Cham. https://doi.org/10.1007/978-3-032-04596-6_19-1
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
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
- Justice-oriented teaching practices in social studies education
- Educator well-being
- Equitable and environmentally responsible Generative AI in the K-12 classroom
- Relational practices and institutional supports for teacher well-being and retention
- Teacher education well-being curriculum
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National Technology Leadership Initiative Fellowship Award, National Council for the Social Studies: College and University Faculty Assembly
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Selected as a Graduate College Peer Mentor at Arizona State University, $1,000 awarded
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Selected as a Community Ambassador at Arizona State University, $1,000 awarded
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Honorable Mention, Graduate Student Poster Competition, The Institute for Social Science Research, Arizona State University, $400 awarded
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Phi Alpha Theta member (History Academic Honor Society)
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Frederic Tudor Business History Award recipient, Portland State University $200 awarded
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Student Ambassador, Portland State University
- Lead Editor, Current Issues in Education, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University
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American Educational Research Association (AERA)
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National Council for the Social Studies (NCSS), College and University Faculty Association (CUFA)
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Treasurer, Doctoral Council at Teachers College, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University
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Volunteer for Ph.D. prospects campus visit, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University
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Associate Editor, Current Issues in Education, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University
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Ph.D. student mentor, Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University
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Career mentor, Department of Education, Vanguard University