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/AP U.S. History and American Government/AP 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 and educator well-being. Specifically, she is exploring how social studies educators and pre-service teachers teach about race and racism, center counter-stories, honor diverse ways of knowing, and raise their critical consciousness. Additionally, she is researching how educators prioritize and nurture their well-being in order to continue to teach for equity and justice, and how educational leaders and policymakers can support educator well-being. She pursues these line of inquiry through critical theories and methodologies that seek to alleviating the harmful effects of racism and inequity in education, highlight educators' experiences, and increase educator well-being.
- 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 educators:
teach about race and racism
center counter histories
honor diverse ways of knowing
raise their 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 educators bring these pedagogies and practices into their social studies classrooms?
How do we prepare pre-service teachers to teach for equity and justice? How can Ethnic Studies programs help in this endeavor?
How do “anti-CRT” movements influence educator well-being?
What supports do educators need from educational leaders and policymakers to improve and nurture their well-being?
What strategies do educators employ to resist “anti-CRT” movements and continue teaching about critical political and social topics in their classrooms?
What are pre-service teachers' perceptions of teaching about race and racism and counter-histories in P-12 classrooms?
Martell, C. C., Harris, L. M., Lee, J., Chalmers, J. P., & Carmichael, J. (2024). Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards. AERA Open, 10. https://doi.org/10.1177/23328584241265303
- Educator well-being.
- Critical Discourse Analysis of political speak about "anti--CRT" movements and education.
- 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" movements influence on pre- and in-service teachers.
- The youth opt out movement.
- YPAR professional development.
- A multimodal content analysis of U.S. history textbooks' portrayals of Black experiences.