Jason Harshman
Jason R. Harshman is Assistant Professor of Social Studies and Global Education at the University of Iowa. Before coming to Iowa he was a Lecturer and Program Manager for the Social Studies and Global Education Master's of Education program at The Ohio State University.
Jason has received travel grants to study in South Korea, Japan, Turkey, and Spain, and is a regular contributor to Global Teacher Education (http://www.globalteachereducation.org/).
A National Board Certified Teacher in Adolescent Social Studies, Jason was the New York State Social Studies Teacher of the Year in 2009, and the Central New York Social Studies Teacher of the Year in 2008. His research interests include examining the relationship between citizenship and geography within global education, and developing how media and technology are used to support global citizenship education in the social studies and teacher education.
Jason has received travel grants to study in South Korea, Japan, Turkey, and Spain, and is a regular contributor to Global Teacher Education (http://www.globalteachereducation.org/).
A National Board Certified Teacher in Adolescent Social Studies, Jason was the New York State Social Studies Teacher of the Year in 2009, and the Central New York Social Studies Teacher of the Year in 2008. His research interests include examining the relationship between citizenship and geography within global education, and developing how media and technology are used to support global citizenship education in the social studies and teacher education.
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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.
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