On this episode, Katie is joined by Dr. Steven Camicia, an associate professor of social studies education at Utah State University. His research focuses on curriculum and instruction in the areas of perspective consciousness and social justice as they relate to critical democratic education. The term “critical” modifies “democratic education” in order to focus upon the attributes of power, inclusion, and recognition in democratic education. He was awarded an American Educational Studies Association 2017 Critics’ Choice Book Award for his book entitled, Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints. In his book, he examines how the contexts in Utah and California might influence what can and cannot be said in classrooms about LGBTQ individuals and issues. His research has been published in scholarly journals such as Theory and Research in Social Education, The Social Studies, Social Studies Research and Practice, International Journal of Social Studies Research, Journal of Teaching and Teacher Education, the Journal of Public Deliberation, and the London Review of Education. He is a former associate editor of Theory and Research in Social Education. His research interests stemmed from his experiences as a former elementary school teacher.

Segment 1: Researching Democratic Education [00:00-13:50]

In this first segment, Steven shares some of his projects focused on researching democratic education.

In this segment, the following resources are mentioned:

• Butler, J. (2006). Precarious life: The powers of mourning and violence. New York: Verso.
• Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. Theory and Research in Social Education 35(1), 96-111.
• Camicia, S. P. (2009). Teaching the Japanese American internment: A case study of social studies curriculum conflict and change. Journal of Social Studies Research, 33(1), 113-132.
• Camicia, S. P. (2012). An ethics of recognition in global and teacher education: Looking through queer and postcolonial Lenses. International Journal of Development Education and Global Learning, 4(1), 25-35.
• Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. New York: Routledge.
• Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York: Routledge.
• Mouffe, C. (2000). The democratic paradox. London: Verso.
• Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 433-458). San Francisco, CA: Jossey-Bass

Segment 2: Diversity, Inclusion and Social Justice [13:51-23:21]

In segment two, Steven discusses how his research includes an emphasis on diversity, inclusion, and social justice.

In this segment, the following resources are mentioned:

• Au, W. (2012). Critical curriculum studies: Education, consciousness and the politics of knowing. New York: Routledge.
• Banks, J. A. (1996). The cannon debate, knowledge construction, and multicultural education. In J. A. Banks (Ed.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (pp. 3-29). New York: Teacher College Press.
• Benhabib, S. (2002). The claims of culture: Equality and diversity in the global era. Princeton, NJ: Princeton University Press.
• Harding, S. (1995). “Strong objectivity”: A response to the new objectivity question. Synthese, 104(3), 331-349.
• Parker, W. C. (Ed.) (1996). Educating the democratic mind. Albany, NY: State University of New York Press.
• Camicia, S. P., & Knowles, R. T. (forthcoming). Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice. Charlotte, NC Information Age Publishing, Inc.
• Camicia, S. P. (forthcoming). LGBTQ Inclusion and Exclusion in State Social Studies Standards: Implications for Critical Democratic Education. Curriculum and Teaching Dialogue.
• Camicia, S. P. (forthcoming). Disturbing Democratic Education: Rethinking Power, Inclusion, and Recognition.

Segment 3: Helping Students Understand Political Discourses [23:22-33:28]

In segment three, Steven describes his most recent project on using social studies to help students engage in political debates and discussions.

In this segment, the following resources are mentioned:

• Young, I. M. (2002). Inclusion and democracy. New York: Oxford University Press.

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

On this episode, Katie is joined by Jesse Nelson, the Associate Provost for Academic Achievement at Oregon State University. He holds a doctorate in Education Policy Studies from Indiana University and an M.B.A. from Oregon State University. Professionally, he has worked at the University of Utah, Indiana University-Purdue University Indianapolis, Central Washington University, and Oregon State University. Throughout his career, Jesse’s focus has centered on issues of teaching & learning, diversity & inclusivity, and student success. In addition to administrative responsibilities, Jesse thoroughly enjoys being in the classroom; he has taught graduate courses in research methods and higher education and undergraduate courses in leadership and student success. With his wife and two teenage sons, the family enjoys gardening, outdoor adventures, good books, and board games.

Segment 1: Changes in Student Success Models [00:00-15:17]

In this first segment, Jesse discusses some of the changes in student success models over time.

Segment 2: Diversity, Inclusion and Student Success [15:18-26:22]

In segment two, Jesse shares about how valuing diversity and inclusion can impact student success.

In this segment, the following resources are mentioned:

• Papers on privilege by Dr. Peggy McIntosh:
  • White privilege and male privilege: A personal account of coming to see correspondences through work on women’s studies (1988)
  • White privilege: Unpacking the invisible knapsack (1989)

• Other resources mentioned by Dr. Nelson:
  • Davis, M., Dias-Bowie, Y., Greenberg, K., Klukken, G., Pollio, H. R., Thomas, S. P., & Thompson, C. L. (2004). A fly in the buttermilk: Descriptions of university life by successful Black undergraduate students at a predominately white southeastern university. The Journal of Higher Education, 75, 420-445.

Segment 3: Diversity and Inclusion Practices for Online Classrooms [26:23-37:02]

In segment three, Jesse discusses methods for prioritizing diversity and inclusion in the online classroom.

HIP Bonus Clip #2 [18:30]: Communicating with Contributors

In this second bonus clip for our “back to school” miniseries, Katie chats with her co-editor, Chrysanthemum Mattison Hayes, about their experiences communicating with contributors.

• High-Impact Practices in Online Education: Research and Best Practices website

To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast:

Twitter: @RIA_podcast or #RIA_podcast
Email: riapodcast@oregonstate.edu
Voicemail: 541-737-1111

If you listen to the podcast via iTunes, please consider leaving us a review.

The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.