Publications by Jason Harshman
Oregon Journal of the Social Studies
Developing a critical consumer literacy requires that individuals reflect not only on their own a... more Developing a critical consumer literacy requires that individuals reflect not only on their own access and purchasing power, but what informs their decision making and the extent to which they feel, as consumers, a sense of responsibility to others. The model for teacher education discussed herein exemplifies how to engage social studies pre-service teachers in learning activities and reflection around the intersections of literacy education, the C3 Framework, and the Common Core State Standards, as well as geography, economics, and citizenship education.
Service-Learning to Advance Social Justice in a Time of Radical Inequality, 2015
This chapter looks at how the integration of critical pedagogy in the social studies helps studen... more This chapter looks at how the integration of critical pedagogy in the social studies helps students better understand how social injustices are perpetuated and how students can take a more community responsive approach to service-learning. Based on a study conducted in a high school U.S. Government class in a large Midwestern city, the authors discuss how connecting in-class studies of government agencies—specifically the Department of Housing and Urban Development—to local issues through service-learning projects revealed a deeper understanding of, as well as a more critically minded approach to, citizenship and working toward social justice by participants. Findings from this mixed methods study reveal that the approaches used in this classroom fostered more critical thinking by students around why inequities persist and that involvement in such projects resulted in students’ desire to effect institutional change beyond completion of a single service-learning project.
The increased urbanization of spaces in our global age requires new ways of thinking about citize... more The increased urbanization of spaces in our global age requires new ways of thinking about citizenship. Within the nascent, but increasingly important field of study on spatiality and citizenship, this book provides an examination of how the perspectives and experiences of youths can inform a more place-conscious and transnationally relevant approach to citizenship education.
Framed by work in cultural studies and critical geography, this project departs from the current literature on citizenship education by examining the critical perspectives that youths possess in relation to the experiences they have away from school. In taking this approach, this volume illustrates how power, race, gender, capitalism, borders, and religion affect how places are constructed and are differently experienced by today’s youth. In doing so, this work initiates new lines of inquiry within research on the intersection of transnational citizenship and urban geography in the youth studies.
This book, to be published by Peter Lang Publishing, provides insight into four relationships pertaining to youth citizenship and critical concepts of space: (1) what youths identify as being responsible for how they imagine and experience places; (2) the pervasiveness of race in how youths conceptualize places and define their sense of belonging; (3) how youths speak back to media and power geometries that privilege white culture; and (4) the ways in which transnational “scapes” deterritorialize cultures and disrupt borders. Taken together, these relationships serve to forward a more place conscious, flexible, and youth centered approach to citizenship education in a global age. The critical perspectives of transnationally connected urban spaces offered by youths provides new discourses for conceptualizing belonging within citizenship education.
Information Age Publishing, Inc., 2015
Educational Forum, Oct 2013
In Nganga, L., Kambutu, J. & Russell, W. (Eds.). Exploring Globalization Opportunities and Challenges in Social Studies: Effective Instructional Approaches., Nov 2013
Journal of the Research Center for Educational Technology, Apr 2013
The Encyclopedia of Diversity and Social Justice, Feb 2014
International Baccalaureatte Organization, Dec 2012
In Ainsworth, J. & Golson, G. (Eds.). Sociology of Education Encyclopedia: An A-Z Guide., Jan 2014
Research Experience by Jason Harshman
This six-month qualitative study examines the question: How do youths conceptualize and experienc... more This six-month qualitative study examines the question: How do youths conceptualize and experience place and to what extent does place inform their sense of belonging and global citizenship? Through individual and group interviews, site visits, and analysis of photographs taken by fifteen participants between the ages of 14 and 18, connections between race and place, power and the construction of borders, trans-national mediascapes and disruptions of our imagined community, and the relationship between mobility, global citizenship, and survival emerged as just a few of the key findings related to how youths imagine place and relate place to their sense of belonging in a global age.
Global citizenship research remains a growing and contested area of study; however, how one’s consciousness of place relates to her or his identity and sense of belonging within the literature is still emerging. This project is framed by the discourses of flexibility and hybridity that are shared across the theoretical scholarship of critical geography, cultural studies, and citizenship education. My work integrates these theoretical approaches to forge new ways of thinking about the experiences of youths in relation to urban and global places, and more thoroughly illustrates the complex and evolving nature of how youths of color conceptualize citizenship and places as fluid rather than static or of fixed meaning. By adopting a trans-disciplinary approach, I not only advance the place of critical geography and youth culture in the field of education, but also have initiated a line of research that will examine how the perspectives and experiences of youths can inform a more place-conscious and globally responsive approach to teacher education and the work of in-service educators.
This project seeks to understand: How do teacher candidates in secondary social studies make mean... more This project seeks to understand: How do teacher candidates in secondary social studies make meaning of their lived experiences in relation to space and place and to what extent do they draw connections between these experiences and teaching for a culturally responsive, place-conscious pedagogy in the social studies?
Based on interviews and analysis of blog reflections and multimedia images posted on a social media site used by each participant, research findings revealed: (1) teacher candidates developed a more critical understanding of social construction and place making through experiential learning; (2) that through experiential learning and the use of social media teacher candidates developed an increased understanding of how culture and space intersect; (3) applying the concepts learned in their teacher education class created new understandings for what it means to teach social studies in a culturally responsive manner, but the extent to which teacher candidates enact those perspectives is still developing.
The study aimed to learn how teachers conceptualize and teach effective global/international educ... more The study aimed to learn how teachers conceptualize and teach effective global/international education that prepares students to be responsible and engaged citizens in a globally interconnected world. More than 120 IB Diploma program teachers in 30 countries participated in asynchronous on-line discussions during Fall 2011. Skype interviews were conducted during the Spring and Summer of 2012 as follow-ups to on-line discussions.
This project examines how pre-service social studies teachers enrolled in a Masters of Education ... more This project examines how pre-service social studies teachers enrolled in a Masters of Education and certification program understand and use the National Council for the Social Studies (NCSS) strands in their classrooms. The researchers are also interested in how pre-service teachers, based on their understandings of the NCSS strands, conceptualize and articulate critical social studies education. Interviews and classroom observations were conducted during Fall and Winter 2012-2013.
The purpose of this study was to better understand the impact removal of the 5th and 8th grade so... more The purpose of this study was to better understand the impact removal of the 5th and 8th grade social studies Ohio Academic Achievement Test is having on the place of social studies in your school’s curriculum. A team of researchers across Ohio conducted phone interviews with elementary school principals between February and May of 2012.
Teaching Experience by Jason Harshman
Uploads
Publications by Jason Harshman
Framed by work in cultural studies and critical geography, this project departs from the current literature on citizenship education by examining the critical perspectives that youths possess in relation to the experiences they have away from school. In taking this approach, this volume illustrates how power, race, gender, capitalism, borders, and religion affect how places are constructed and are differently experienced by today’s youth. In doing so, this work initiates new lines of inquiry within research on the intersection of transnational citizenship and urban geography in the youth studies.
This book, to be published by Peter Lang Publishing, provides insight into four relationships pertaining to youth citizenship and critical concepts of space: (1) what youths identify as being responsible for how they imagine and experience places; (2) the pervasiveness of race in how youths conceptualize places and define their sense of belonging; (3) how youths speak back to media and power geometries that privilege white culture; and (4) the ways in which transnational “scapes” deterritorialize cultures and disrupt borders. Taken together, these relationships serve to forward a more place conscious, flexible, and youth centered approach to citizenship education in a global age. The critical perspectives of transnationally connected urban spaces offered by youths provides new discourses for conceptualizing belonging within citizenship education.
Research Experience by Jason Harshman
Global citizenship research remains a growing and contested area of study; however, how one’s consciousness of place relates to her or his identity and sense of belonging within the literature is still emerging. This project is framed by the discourses of flexibility and hybridity that are shared across the theoretical scholarship of critical geography, cultural studies, and citizenship education. My work integrates these theoretical approaches to forge new ways of thinking about the experiences of youths in relation to urban and global places, and more thoroughly illustrates the complex and evolving nature of how youths of color conceptualize citizenship and places as fluid rather than static or of fixed meaning. By adopting a trans-disciplinary approach, I not only advance the place of critical geography and youth culture in the field of education, but also have initiated a line of research that will examine how the perspectives and experiences of youths can inform a more place-conscious and globally responsive approach to teacher education and the work of in-service educators.
Based on interviews and analysis of blog reflections and multimedia images posted on a social media site used by each participant, research findings revealed: (1) teacher candidates developed a more critical understanding of social construction and place making through experiential learning; (2) that through experiential learning and the use of social media teacher candidates developed an increased understanding of how culture and space intersect; (3) applying the concepts learned in their teacher education class created new understandings for what it means to teach social studies in a culturally responsive manner, but the extent to which teacher candidates enact those perspectives is still developing.
Teaching Experience by Jason Harshman
Framed by work in cultural studies and critical geography, this project departs from the current literature on citizenship education by examining the critical perspectives that youths possess in relation to the experiences they have away from school. In taking this approach, this volume illustrates how power, race, gender, capitalism, borders, and religion affect how places are constructed and are differently experienced by today’s youth. In doing so, this work initiates new lines of inquiry within research on the intersection of transnational citizenship and urban geography in the youth studies.
This book, to be published by Peter Lang Publishing, provides insight into four relationships pertaining to youth citizenship and critical concepts of space: (1) what youths identify as being responsible for how they imagine and experience places; (2) the pervasiveness of race in how youths conceptualize places and define their sense of belonging; (3) how youths speak back to media and power geometries that privilege white culture; and (4) the ways in which transnational “scapes” deterritorialize cultures and disrupt borders. Taken together, these relationships serve to forward a more place conscious, flexible, and youth centered approach to citizenship education in a global age. The critical perspectives of transnationally connected urban spaces offered by youths provides new discourses for conceptualizing belonging within citizenship education.
Global citizenship research remains a growing and contested area of study; however, how one’s consciousness of place relates to her or his identity and sense of belonging within the literature is still emerging. This project is framed by the discourses of flexibility and hybridity that are shared across the theoretical scholarship of critical geography, cultural studies, and citizenship education. My work integrates these theoretical approaches to forge new ways of thinking about the experiences of youths in relation to urban and global places, and more thoroughly illustrates the complex and evolving nature of how youths of color conceptualize citizenship and places as fluid rather than static or of fixed meaning. By adopting a trans-disciplinary approach, I not only advance the place of critical geography and youth culture in the field of education, but also have initiated a line of research that will examine how the perspectives and experiences of youths can inform a more place-conscious and globally responsive approach to teacher education and the work of in-service educators.
Based on interviews and analysis of blog reflections and multimedia images posted on a social media site used by each participant, research findings revealed: (1) teacher candidates developed a more critical understanding of social construction and place making through experiential learning; (2) that through experiential learning and the use of social media teacher candidates developed an increased understanding of how culture and space intersect; (3) applying the concepts learned in their teacher education class created new understandings for what it means to teach social studies in a culturally responsive manner, but the extent to which teacher candidates enact those perspectives is still developing.
Courses:
Social Studies Methods I & II
Seminar: Culture, Community, and Critical Pedagogy
Reflective Inquiry on Pedagogy
Planned Field Experience and Student teaching
Capstone
Reflective Seminar