CURRICULUM VITAE H James Garrett (1.14.21) ACADEMIC HISTORY Name: H James Garrett Present Rank: Associate Professor Proportion Time Assignments: .30 EFT Instruction, .30 EFT Research, .15 EFT Service Tenure Status: Tenured, Tenure-Track Graduate Faculty Status: Appointed to the Graduate Faculty, September 2010 Highest Degree: Ph.D., Michigan State University, 2010 Academic Positions: 2016- Present Associate Professor, Department of Educational Theory and Practice/Department of Mathematics and Science Education The University of Georgia 2019-2020 Visiting Associate Professor, Teachers College Columbia University 2011-2016 Assistant Professor, Department of Educational Theory and Practice The University of Georgia 2010-2011 Temporary Lecturer, Department of Elementary and Social Studies Education Administrative Positions 2016- 2019 Graduate Coordinator, Department of Educational Theory and Practice The University of Georgia 2017- 2019 President, Faculty Senate of the College of Education, The University of Georgia Other Professional Employment 2006-2010 Teaching Assistant, Department of Teacher Education Michigan State University, East Lansing 2002-2006 Teacher, Mason High School, Mason, MI Grade 9-12 Social Studies: Media Studies, World Studies, Economics 2001-2002 Intern, Mason Middle School, Mason, MI INSTRUCTION Courses Taught The University of Georgia, 2010-present Course Title Sem/Yr Enrollment ESOC9700 Internship in Social Studies Education Fall 2012 Spring 2013 Fall 2020 Spring 2021 9 9 7 5 ETAP 9110 Orientation to Doctoral Studies Fall 2016 Fall 2017 11 14 ESOC9600/ ETAP 8045 Pedagogies of Teacher Education Spring 2012 Spring 2015 9 16 ETAP 8070 Research and Perspectives on Teacher Education Fall 2013 10 ESOC 7080 Curriculum Planning in Social Sciences Summer 2013 Summer 2014 Summer 2015 Summer 2016 Summer 2017 Summer 2018 16 24 16 18 18 24 ESOC 7050 Problems of Teaching Secondary Social Sciences Summer 2015 20 ESOC 7420 Social Studies for Young Children SPRING 2014 17 ESOC 3420 Teaching Elementary Social Studies FALL 2013 23 ESOC 4150/ 6150 (renamed to ESOC 5020/7020) Teaching United States History Fall 2010 Spring 2011 Summer 2011 Summer 2019 Summer 2020 25 15 25 21 20 ESOC 4350/ 6350 Social Science Curriculum in Secondary Schools Fall 2010 Spring 2011 Fall 2011 Fall 2012 Fall 2015 Fall 2020 12 21 10 14 16 12 ESOC 4/6360 Social Studies Methods in Secondary Schools Fall 2010 Spring 2011 Fall 2011 Fall 2012 Fall 2014 Fall 2015 Fall 2016 Fall 2018 12 21 12 14 35 16 40 10 ESOC 5/7460 Student Teaching in Social Science Teaching Fall 2010 Spring 2011 7 5 ESOC 5/7560 Student Teaching Seminar in Social Studies Education Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2021 10 25 19 16 18 ESOC 5/7520 Teaching Politics, Government and Citizenship Summer 2011 17 ESOC 5/7850 Education, Citizenship & Culture Summer 2012 19 FYOS The Self and Society Psychoanalysis and Education Current Social Thought Current Social Thought Current Social Thought Living in Post-Truth Times Emotion and Affect in Political Life Fall 2012 Fall 2013 Fall 2014 Fall 2015 Spring 2016 Fall 2017 Fall 2018 13 15 16 15 15 15 15 Teachers College Columbia University, 2019-2020 Course Title Semester Enrollment A&HW4041 Economic Decision Making in Citizenship Education Fall 2019 14 A&HW5199 Issues in Contemporary Social Studies Research Fall 2019 6 A&HW4530 Seminar in Student Teaching Spring 2020 12 A&HW5199 Psychoanalysis, Difficult Knowledge, and Education Spring 2020 14 A&HW6033 Doctoral Seminar in Social Studies Fall 2020 5 Development of New Courses: ETAP 8240 Pedagogies of Teacher Education ETAP 8700 Psychoanalysis and Education Supervision of Graduate Student Research Doctoral Committee Chair Danielle Charlemagne (ETAP) 2020- Amelia Wheeler (ETAP) 2020- Morgan Tate (ETAP) 2020- Elaine Alvey (ETAP) 2018- Jesus Tirado (ETAP) 2015- 2019 * Currently Assistant Professor – Auburn University Tyler Moon (ETAP) 2017-Present Ashley Goodrich (ETAP) 2014-2017 Alex Winninghoff (ETAP) 2016 - 2018 Erin Adams (ETAP) 2012 – 2016 * Currently Assistant Professor – Kennesaw State University Stacey Kerr (ETAP) 2013- 2016 Doctoral Committees Chantelle Grace 2019- Joe McAnulty 2018- Kajal Sinha 2014-2020 Ashli Walker 2016- Michelle Falter (Language and Literacy) 2013-2016 Atilla Halsby (Department of Communication Studies 2013- 2016 Jason David Myers (Department of Communication Studies) 2013- 2016 Bing Zao (ETAP) 2014-2017 Lisa Rohde (Ed. Psych) 2012-2014 Doctoral Initial Advisor Kaitlyn Taylor 2017-2018 Jessica Klaus (ETAP) 2015-2017 EdS in Social Studies Education Committee Chair Priscilla Bryant 2012-2014 Tyler Graves 2013-2014 Outside Reader for Dissertation Committee Danielle Bryzinski, George Washington University 2017 Cathryn Van Kessel, University of Alberta 2017 Instructional Grants Received 2014 – $15,000 Innovations toward Clinical Practice in Social Studies Education from COE. Team members: Janis & Schmeichel. 2013 – $30,000 Development of Online Programs Funding from COE. Team members: Andrews, Buxton, Love, Schmeichel. Recognitions and Outstanding Achievements 2017 - University of Georgia Career Center Recognition of Career Development of UGA Students 2016 - University of Georgia Career Center Recognition of Career Development of UGA Students 2016 - College of Education Faculty Senate D. Keith Osborne Award for Outstanding Teaching Excellence for an Assistant Professor 2014- University of Georgia Career Center Recognition of Career Development of UGA Students 2013- University of Georgia Career Center Recognition of Career Development of UGA Students 2011-2012 Teaching Academy Fellow, Center for Teaching and Learning of the University of Georgia Professional Development (2018). Community Engaged Educators Confront Traumatic History. A two day trip to Montgomery, Alabama where 14 invited educators (social studies teachers, school counselors, faculty, and doctoral students) visited newly opened Legacy Museum and Memorial to Peace and Justice. One afternoon and evening was spent visiting these memorial sites devoted to slavery, mass incarceration, and racial violence. The next morning, we hosted a 2 hour dialogue session in which all participants processed their thoughts in relation to these spaces of public pedagogy. SCHOLARLY ACTIVITIES/CREATIVE WORK Publications *An asterisk identifies a publication that has gone through stringent editorial review. **A double asterisk identifies a graduate student collaboration. Books * Garrett, H.J. (2017). Learning to be in the world with others: Difficult knowledge and social studies education. New York, NY: Peter Lang. Chapters in books * Garrett, H.J. (2019). Why does fake news work? On the psychosocial dynamics of learning, belief, and citizenship. In W. Journell (Ed.) Fake News: What it is, why it is problematic, and what educators can do about it. Teachers College Press Garrett, H. J. (2018). Before, after, in, and beyond teacher education. In C. Lapping (Ed.) Freud, Lacan, Zizek, and Education: Exploring Unconscious Investments in Policy and Practice. *Chapter is a reprint, originally published in 2013 in Teachers and Teaching: Theory and Practice. Logan, K.R., Garrett H.J., & Segall, A. (2017). Becoming critical readers: Analyzing authorship in texts. In S.G Grant, J. Lee, & K. Swan (Eds.) Teaching Social Studies: A Methods Book for Methods Teachers (pp. 37-42). Information Age Publishers. Matthews, S. & Garrett, H.J. (2016). Photography as reflective practice: Containing pedagogical complexity in the learning encounter. In H. Brown, R. D. Sawyer, & J. Norris (Eds.) Forms of Practitioner Reflexivity: Critical, Conversational, and Arts-Based Approaches. Palgrave Macmillan. *Garrett, H.J. (2016). Big data, surveillance, and the unprecedented conditions of citizenship. In W. Journell (Ed.) Teaching Social Studies in an Era of Divisiveness. Lanham, MD: Rowman and Littlefield. Garrett H.J. & Blumenfeld-Jones, D. (2016). Aestheticizing the social studies curriculum. In D. Blumenfeld-Jones (Ed.) Arts-based Reflective Teaching. Charlotte, NC: Information Age Publishers, pp. 101-123. Garrett, H.J. & Segall, A. (2015). Critical race theory, psychoanalysis, and social studies pedagogy. In P. Chandler (Ed.) Doing race in social studies: Critical perspectives. Charlotte, NC: Information Age Publishers. Garrett, H.J. (2014). Before (and after) A Holocaust museum. In B. Trofanenko and A. Segall (Eds). Beyond Pedagogy. Rotterdam; Sense Publishers, 92-106. Garrett, H. J. (2012). Rethinking the spaces of supervision. In A. Cuenca (Ed.) Supervising student teachers: Issues, perspectives, and directions for field-based teacher education. Rotterdam; Sense Publishers, 157-168. Journal articles * Clark, C., Schmeichel, M., Garrett, H.J. (accepted). How social studies teachers choose news resources for current events instruction. Harvard Educational Review. (Impact factor 3.800) * Garrett, H.J, Schmeichel, M., McAnulty, J**., & Janis, S. (2021).Teaching and learning news media in politically unsettled times. Pedagogies: An International Journal, 16(1), 44-61. DOI: 10.1080/1554480X.2020.1738939 * Garrett, H.J., & Alvey, E** (2021). Exploring the emotional dynamics of a political discussion. Theory and Research in Social Education, 49(1), 1-26. (Impact factor 2.531) https://doi.org/10.1080/00933104.2020.1808550 * Garrett, H.J. (2020). Work group discussions in teacher education: Evoking associative objects. Journal of Curriculum Theorizing, 35(4), 48-58. Sandlos, K., Casemore, B., & Garrett, H. J. (2020). The Dreamwork of Transformation in Teacher Education. Journal of Curriculum Theorizing, 35(4), 1-2. * Garrett, H.J. (2020). Containing classroom discussions of current social and political issues. Journal of Curriculum Studies, 52(3), 337-355. (Impact factor 1.484) *Garrett, H.J., Segall, A., Crocco. M., (2020). Accommodating emotion and affect in political discussions in classrooms. The Social Studies, 111(6), 312-323.. https://doi.org/10.1080/00377996.2020.1758015 * Clark, C., Schmeichel, M., Garrett H.J. (2020). Social studies teacher perceptions of news source credibility. Educational Researcher, 49(4), 262-272. (Impact factor 3.483) https://doi.org/10.3102/0013189X20909823 * Schmeichel, M., Garrett, H.J., Ranschaert, R**., McAnulty, J**., Thompson, S**., Janis, S., Clark, C., Yagata, S**., Bivens, B**. (2018).  The complexity of learning to teach news media in social studies education.  Journal of Media Literacy Education, 10(2), 86-103. * Garrett, H.J & Kerr, S. L** (2016). Theorizing the use of aesthetic texts in social studies education. Theory and Research in Social Education, (44)4, 505-531. * Garrett, H.J. (2015). “This is the kind of hard that knows”: Past, presence, and pedagogy in Toni Morrison’s Beloved. Journal of Curriculum and Pedagogy, 15 (1), 36-52. * Garrett, H.J. & Matthews, S. (2014). Containing pedagogical complexity through the assignment of photography: Two case presentations. Curriculum Inquiry, 44 (3), 332-357. * Garrett, H.J. & Segall, A. (2013). (Re)considerations of ignorance and resistance in teacher education. Journal of Teacher Education. 64 (4), 294-304. * Garrett, H.J. (2013). Before, after, in and beyond teacher education. Teachers and Teaching: Theory and Practice. 18 (6), 1-13 * Segall, A. & Garrett, H.J. (2013). White teachers talking race. Teaching Education. 24 (3), 265- 291. * Garrett, H.J. (2012). Why didn’t I know this before? Psychoanalysis, social studies education and The Shock Doctrine. Canadian Journal for Social Studies Education. 45(2), 1-12. Garrett, H. J. & Schmeichel, M. (2012). Using “The Daily Show” in social studies. Social Education. 76 (4), 211-215. * Garrett, H.J. and Schmidt, S. (2012). Repeating until we can remember: Difficult (public) knowledge in South Africa. Journal of Curriculum Theorizing. 28(1), 191-206. * Garrett, H.J. (2011). Routing and rerouting of difficult knowledge: Social studies teachers encounter When the Levees Broke. Theory and Research in Social Education. 39(3), 320-347. * Schmidt, S.J., and Garrett, H. J. (2011). Reconstituting pessimistic discourses. Critical Arts: A Journal of South-North Cultural and Media Studies. 25(3), 423- 440. * Garrett, H.J., and Greenwalt, K. (2010). Confronting the other: understanding empathy. Contemporary Issues in Education. 13(4), np. Book reviews Garrett, H.J. (2019). Learning to tolerate the devastating realities of climate crises. Theory and Research in Social Education. Review of Wallace-Wells, D. (2019). Uninhabitable Earth: Life After Warming. Garrett, H.J. (2009). Book Review of Deborah Britzman’s Novel Education, Teachers College Record Book Reviews. Online Book Reviews http://www.tcrecord.org/books/abstract.asp?ContentId=14770 Creative Contributions Other Than Formal Presentations Garrett, H.J. (2020). Teaching social studies amid ecological crisis with Mark Kissling, Jonathon Bell and guests (guest co-host) (January 29, 2020). Visions of Education Podcast. [Audio Podcast]. Visionsofed.com Garrett, H.J. (2017) Teaching Difficult Knowledge with Jim Garrett (April 26, 2017). Visions of Education Podcast. [Audio Podcast]. visionsofed.com Garrett, H.J. (2012) “Thinking about Thoughts in Classroom”. An ITT 20/20 Presentation University of Georgia College of Education. Produced 11.28.12. Grants Received 2017-2019 $49,989 Spencer Foundation Small Grant, The New Civics: Conceptualizing Emotion in Political Discussions in Classrooms. 2012 - $1300 Sara Moss Fellowship, University of Georgia, 2012 - $5468 Early Career Grant, University of Georgia College of Education 2012 – $3803 President’s Venture Fund, University of Georgia. Proposals under review 2020-2021 - Economic and Social Research Council Centres Competition: “Promoting Democracy through information and communication”. (Co-PI) with PI Ryan Bakker, University of Essex, UK. £5,352,511.00. Proposal to establish The Centre for Promoting Democracy through Information and Communication. Unfunded Proposals 2014 – Spencer Foundation, New Civics Large Project: “Assessing Adolescents’ Use of Evidence in Deliberating and Writing About Civic and Political Issues. (Co-PI) with PI Margaret Crocco and Co-PI’s Anne-Lise Halvorsen, Rebecca Jacobsen, and Avner Segall of Michigan State University 2013 – Spencer Foundation, New Civics Large Project, “A Beloved Community Civics” (Co-PI) with PI Cynthia Dillard and Co-PI’s Stephanie Jones and Bettina Love. 2013 – Chicago Booth Grant, New Pathways to Purpose, “Purposeful Pedagogies.” PI, with Co-PI Christopher Schulte. Recognitions and Achievements 2015 – Fellow of the International Psychoanalytic Association Research Training Programme. Yale University. July 2015. Convention Papers/Proceedings *An asterisk identifies a paper that has a published counterpart. **A double asterisk identifies an invited paper. International * Garrett, H.J. (2013, October). Brainstorming, Free Association, and the Pedagogical Situation. Paper presented at the meeting of The Canadian Network for Psychoanalysis and Culture, Toronto, ON. */**Garrett, H.J. (2012, July). Past, Presence, and Pedagogy: Reading Beloved in Teacher Education. Paper delivered at the invited summer institute: Psychoanalysis and Education, York University, Toronto, ON. **Garrett, H.J. (2011, September). Remembrance, trauma, and the online museum exhibit. Paper delivered at the invited workshop: Beyond Pedagogy. Acadia University. National McAnulty, J. & Garrett, H.J. (2020, November). Positioning students for political discussions. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. Virtual Conference. Adams, E.C. & Garrett, H.J. (2020, November). What are we doing in DC? Infantile citizenship and social studies education. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. Virtual Conference. *Garrett, H.J. & Alvey (2019, November). Exploring the emotional situation of classroom discussions through microanalysis. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. Austin, TX. *Clark, C., Schmeichel, M., & Garrett, H.J. (2019, November). How teachers choose news resources for current events instruction. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. Austin, TX. Garrett, H.J. (2019, November). Talking theory in social studies education research. Invited panelist on the Graduate Forum at the College and University Faculty Assembly of the National Council for Social Studies Education. Austin, TX. Kutner, M., & Garrett, H.J. (2019, November). Humor in the affective communities of classrooms. Paper presented at the National Meeting of the American Educational Studies Association. Baltimore, MD. *Garrett, H.J. (2019, October). Evoking associative language in teacher education. Paper presented at the Conference on Curriculum Theorizing and Classroom Practice. Dayton, OH. *Garrett, H.J. Kutner, M., Alvey, E., McAnulty, J. (2019, April). Emotional spikes in discussions of current political issues. Paper presented at the National Meeting of the American Educational Research Association. Toronto, ON. *Clark, C., Schmeichel, M., Garret, H.J. (2019, April). Teacher perceptions of news source credibility. Paper presented at the National Meeting of the American Educational Research Association. Toronto, ON. *Garrett, H.J., Segall, A., Crocco. M. (2018, November). Accommodating the Role of Emotion and Affect in Classroom-based Political Discussion and Deliberation. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. Chicago, Il. *Garrett, H.J. (2018). Why does fake news work? On the psychosocial dynamics of learning, belief, and citizenship. Paper Presented at the College and University Faculty Assembly of the National Council for Social Studies Education. Chicago, IL. *Garrett, H.J., Alvey, E., McAnulty, J. (2018, November). Alternatives to Classroom Controversy: Thinking Psychoanalytically about Classroom Discussions. Paper presented at the Annual Conference of the American Educational Studies Association. Greenville, S.C. *Garrett, H.J., Kutner, M., McAnulty, J., Alvey, E. (2018, November). Manifest and Latent Emotional Content in Classroom Discussions of Political Issues. Paper presented at the Annual Conference of the American Educational Studies Association. Greenville, S.C. *Garrett, H.J., Schmeichel, M.J. (2017, November). A little media education may not go a long way. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. San Francisco, CA. Garrett, H.J. (2017, November). Social Studies as a Psychoanalytic Relation. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. San Francisco, CA. Janis, S. E., Schmeichel, M.J., Garrett, H.J. (2017, November). Is fake news protected by the 1st amendment? Paper presented at the National Council for Social Studies Education. San Fransisco, CA. Garrett, H.J. (2017, October). Remarks on Unthought and Curriculum Studies: Considering the work of N. Katherine Hayles. Paper presented at the Conference on Curriculum Theorizing and Classroom Practice. Dayton, OH. *Garrett, H.J. (2016, October). Social studies in/as relation. Paper presented at the Conference on Curriculum Theorizing and Classroom Practice. Dayton, OH. */**Garrett, H.J. (2016, April). The desire not-to-know. Invited paper delivered at the meeting for the Assocation for the Advancement of American Curriculum Studies. Washington, D.C. *Garrett, H.J, Schmeichel, M.J, & Janis, S. (2016, February). Programming for complexity: The uses of video, research and clinician program innovation. Paper presented at the meeting of the American Association for Colleges of Teacher Education. Las Vegas, NV *Garrett, H.J. (2015, October). The cruel optimism of teacher education. Paper presented at the Bergamo Conference on Curriculum Theorizing and Classroom Practice. Dayton, OH. Garrett, H.J., Logan, K., Schmeichel, M., Kerr. S., & Janis, S. (2015, November). Three minute video annotations: Complexity in clinical social studies teacher education. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies Education. New Orleans, LA. *Garrett, H.J. (2015, July). The emotional demands of classroom life. Research presented at the 19th Annual International Psychoanalytic Association Research Training Programme, Yale University, New Haven, CT. *Garrett, H.J. (2014, November). Critical race theory, psychoanalysis, and social studies education. In J. Min Shim (chair), Revealing the role the unconscious emotional world plays in contemporary schooling and view of teaching learning. Symposium presented at Conference of the American Educational Studies Association, Toronto, ON. *Garrett, H.J. & Matthews, S. (2014, November). Containing pedagogical complexity through the assignment of photography: Two case presentations. In S. Matthews (chair), Aesthetic objects, art practices, and learning from difficulty. Symposium presented at the Conference of the American Educational Studies Association, Toronto, ON. *Garrett, H.J. & Kerr, S. (2014, November). Theorizing the use of aesthetic texts in social studies education. Paper presented at the College and University Faculty Assembly of the National Council for Social Studies, Boston, MA. **Garrett, H.J. (2014, October). Reading the figure of vulnerability in film and curriculum. In K. Sandlos (chair) All conference spotlight session. Symposium presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. *Garrett, H.J. and Matthews, S. (2014, April). Containing pedagogical complexity through the assignment of photography: Two case presentations. In H.J. Garrett (chair) Aesthetic objects, art practices and curricular inquiry. Symposium presented at The National Meeting of the American Educational Research Association, Philadelphia, PA. Garrett, H. J. (2014, April). “Traces in narratives about knowledge”: Fiction and photography as methodology. In M. Helmsing (chair) Curriculum beyond policy and practice: A symposium on research in curriculum for post-qualitative times. Roundtable presented at The National Meeting of the American Educational Research Association, Philadelphia, PA. Garrett, H. J. (2013, October). Recognition Through the Aesthetic: Butler with Springsteen. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. *Garrett, H.J. (2012, November). Reading Beloved as social studies method. In M. Schmeichel, chair; H.J. Garrett symposium organizer) Offers and invitations of narrative literature in social studies education. Symposium presented at the College and University Faculty Association for the National Council for Social Studies, Seattle, WA. *Garrett, H.J. (2012, October). Past, Presence, and Pedagogy: Reading Beloved in Teacher Education. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. * Garrett, H.J. & Segall, A. (2012, April). Amplifying Silences: Reconsidering White Preservice Teachers’ Engagement with Race. Paper presented at AERA, Vancouver, BC. Garrett, H.J. (2011, December). Psychoanalytic reading of data. In H.J. Garrett (chair) Research in the Round. Symposium presented at the College and University Faculty Association of the National Council for Social Studies, Washington, D.C. * Garrett, H. J. (2011, December). Before and after teacher education. In A. Segall (chair) Museums and social studies teacher education. Symposium given at the College and University Faculty Association of the National Council for Social Studies, Washington, D.C. * Garrett, H.J. (2011, November). Psychoanalysis, social studies, and the Shock Doctrine. In S. Matthews (Chair) Now Hear This. Symposium presented at the Conference for the Association of Psychoanalysis, Culture and Society, New Brunswick, CT. *Garrett, H.J. (2011, April). Teaching difficult knowledge: Implications for teacher education. Paper presented at the National Meeting of the American Education Research Association, New Orleans, LA. * Segall, A. & Garrett, H.J. (2011, April). Avoiding race: White teachers color-blind discourse about When the Levees Broke. Paper presented at the National Meeting of the American Education Research Association. New Orleans, LA. April, 2011. * Garrett, H.J. (2010, November). When the Levees Broke: Routing and Re-Routing of Difficult Knowledge. Paper presented at the College and University Faculty Association of the National Council for Social Studies, Denver, CO. Garrett, H.J. (2010, October). Reflections on, and resistances to, a psychoanalytic dissertation”. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. * Garrett, H. J. (2009, November). Difficult knowledge in the public museum. Paper presented at the College and University Faculty Association of the National Council for Social Studies Conference, Atlanta, GA. Garrett, H.J. (2009, November). Psychoanalysis as research methodology. Paper presented at the College and University Faculty Association of the National Council for Social Studies Conference, Atlanta, GA. Garrett, H. J. (2009, October). Why psychoanalysis matters to teacher education. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. * Garrett, H.J. & Schmidt, S. (2009, April). Difficult (public) knowledge: Narratives of remembrance in public museums in South Africa. Paper presented at the National Meeting of the American Education Research Association, San Diego, CA. * Garrett, H. J. & Greenwalt, K. (2009, April). Confronting the Other: Understanding Empathy. Paper presented at the National Meeting of the American Education Research Association, San Diego, CA. Garrett, H.J. & Holohan, K. (2008, October). Entering critical conversations: Another use of hip-hop in the classroom. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH. * Garrett, H. J., & Schmidt, S. (2008, March). Narrating Critical Encounters: Social Studies Teachers Experiences in South Africa. Paper presented at the National Meeting of the American Education Research Association, New York, NY. Garrett, H. J. (2007, November). High school students, media pedagogy, and democracy. Paper presented at the College and University Faculty Association of the National Council for Social Studies Conference, San Diego, CA. Garrett, H. J. (2007, November). Technology as social study: Inscribing broader notions into the discourse of social studies education. Paper presented at the College and University Faculty Association of the National Council for Social Studies Conference, San Diego, CA. Garrett, H. J., & Kendall, S. (2007, April). Critical Mythology of Teacher Education. Paper presented at the National Meeting of the American Educational Research Association, Chicago, IL. Invited Seminars and Workshops Garrett, H. J. (2021, March). Guest Lecture: Psychoanalysis, Research, and Ethnography. Guest of Dr. Avner Segall, Michigan State University. Garrett, H. J. (2021, January). Guest lecture: Difficult Knowledge and Social Studies Teaching. Guest of Dr. Cat VanKessel, University of Alberta. Edmonton. Garrett, H. J. (2020, July). Thinking about difficult knowledge. Bridges Summer Camp. Jacksonville, Fl. Garrett, H.J. (2020, February). Exploring the Challenges of Teaching Difficult Knowledge. University of North Florida Center for Urban Education and Policy. Garrett, H.J. (2020, February 18). The Difficulty of Knowing: Framing Courageous Conversations. Invited lecture at the Jacksonville Museum of Science and History. Jacksonville, FL. Garrett, H.J. (2020, February 17). Featured speaker at Eastside Community Awareness Event, Eastside Brotherhood Club. Jacksonville, Fl. Garrett, H.J. (2019, May 14th). Locating the social studies: Curriculum, disciplines, and interpretation. Keynote at the Midwest Social Studies Graduate Student Conference. East Lansing, MI. Garrett, H.J. (2018, October 23). Invited guest scholar at Michigan State University, East Lansing, MI, to present to a doctoral seminar on advanced qualitative research methods. Garrett, H.J. (2018, October 16). Pedagogy after “The Point of No Return”: Difficult Knowledge and Climate Change. Sidore Lecture Series. Plymouth State University, New Hampshire. Garrett, H.J & Bivens, B. (2018, May). Conversing with Students in Contentious Times: Civic Engagement and Protest. Presented as Professional Development Workshop for Clarke County Professional Development Day. Garrett, H.J., Sandlos, K., Matthews, S., Burke, K. (2017, October). Curriculum Theory in Post-Truth Times. A pre-conference workshop designed and facilitated at the Conference on Curriculum Theorizing and Classroom Practice. Dayton, OH. Garrett H.J. (2017 – November). Theoretical Inquiry in Social Studies Research, Graduate Forum of the College and University Faculty Assembly of the National Council for Social Studies Education. San Fransisco, CA. Garrett, H.J. (2017 – April). Invited guest scholar at Michigan State University, East Lansing, MI, to present to a doctoral seminar on social and cultural studies in education Garrett, H.J. (2016, October). The Arts of Getting By: A Workshop on the Uses of Objects in Teaching and Research. A pre-conference workshop designed and facilitated at the Conference on Curriculum Theorizing and Classroom Practice. Dayton, OH. Garrett, H.J. (2016 – April). Invited guest scholar at Michigan State University, East Lansing, Michigan, to present in their advanced qualitative research methods course. Garrett, H. J. (2014 – March). Invited guest scholar at Michigan State University, East Lansing, Michigan to give research talk and work with social studies doctoral students. Garrett, H.J. (2013 – November). Invited panelist for doctoral student recruitment day. ETAP CONTRIBUTIONS IN SERVICE TO SOCIETY, UNIVERSITY, AND PROFESSION Professional Service Appointed 2017-2019: Chair of search committee for Editor of Journal of Curriculum Theorizing and President of the board of the Foundation for Curriculum Theorizing Elected Office Representative of CUFA to the House of Delegates of the National Council for Social Studies, 2013- 2015 Co-chair of the Foundation for Curriculum Theory Graduate Student Committee, 2013-2018 Editorships & Editorial Board Memberships Editorship 2020 Special Issues of the Journal of Curriculum Theorizing. (Eds. K Sandlos, B. Casemore, & H.J. Garrett) The Dreamwork of Teacher Education. Editorial Board Memberships 2020-Current Journal of Canadian Social Studies Editorial Board 2015-Current Journal of Curriculum and Pedagogy Editorial Board Ad hoc manuscript reviewer American Educational Research Journal Journal of Teacher Education Curriculum Inquiry Journal of Curriculum Theorizing Theory and Research in Social Education Journal of Race, Equity, and Education Journal of Curriculum and Pedagogy Multicultural Perspectives Palgrave McMillan Ad hoc grant review The Spencer Foundation Reviewer for Tenure and Promotion 2018 – Mississippi State University 2017 – University of Illinois, Chicago - University of Alberta Service on University Committees 2020-2022 University Council 2020-2021 PRAC Reviewer 2013 Recognized Early Adopter of eLC-New through the Center for Online Learning Service to the College of Education 2018 Member, Dean’s Search Committee 2017-2019 Faculty Senate President 2015-2017 Faculty Senator 2015-2018 Member of the CAEP Steering Committee 2015 Member of the Assessment Advisory Committee 2015 Participant in the ITT Faculty Academy 2014 Facilitator for the COE conference on Innovative Teaching and Technology. 2013 Participant in the ITT Faculty Academy Department of Mathematics and Science Education 2021 Chair, Search Committee for Assistant Professor in Social Studies Education 2020 - Member, Executive Committee 2020- Member, Awards Committee Department of Educational Theory and Practice 2017-2018 Member of the Annual Review Committee 2016-2019 Graduate Coordinator 2015 Member of Search Committee for ETAP Assistant Professor 2014 Member of Search Committee for Department Chairperson 2014 Author of ETAP Website Content 2013- Present Member, Graduate Programs Committee 2011- 2013 Member, Committee of the Doctoral Program in Educational Theory and Practice 2010- 2013 Member, Mary Hepburn Lectureship Committee 2010 –2014 Member, Marion Rice Fund Committee 2010-2012 Member, Graduate Programs Committee Garrett – 13 1