H James Garrett
Biographic Data
| ID | 2567829 |
|---|---|
| NAME | H James Garrett |
| GIVEN NAMES | H James |
| FAMILY NAME | Garrett |
| SIGNATURE | GARRETT H J |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0003-1674-1404 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 62 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 5 |
Relation and emotion in antiracist pedagogies
This article charts the experiences that emerged as part of a two-day workshop in Montgomery, Alabama at the Equal Justice Initiative's (EJI) Legacy Sites that took place in the spring of 2023. In this exploratory case study of seven social studies teachers from two counties in Georgia, the author explores what emerged in participants' emotional, relational, and affective experiences that exist alongside, and are also tangled up with, the more ra…
How Social Studies Teachers Choose News Resources for Current Events Instruction
Integrating current events and news media in the curriculum is essential to social studies teachers’ efforts to promote critical citizenship skills. In this mixed-methods study, Christopher H. Clark, Mardi Schmeichel, and H. James Garrett draw from a survey of more than one thousand social studies teachers to examine factors that influence the frequency of teachers’ current events instruction and their choices of news resources for use in their c…
Exploring the emotional dynamics of a political discussion
In this article, we discuss three ways that emotional content was presented, registered, performed, and communicated in a secondary social studies classroom discussion. In an analysis of a classroom discussion about representative democracy, we focus on the articulated and embodied emotional and affective content that manifested in students’ sharing of views about same-sex marriage. While the discussion was ostensibly about the students’ beliefs …
The Dreamwork of Transformation in Teacher Education
ENGAGES THE LIMITS of the stories we tell ourselves in teacher education through the idea/image/metaphor/vantage of dreams and dreaming.Ever since the publication of Freud's (1900) Interpretation of Dreams, the status of dreams and dreaming has persisted in inquiry as a means to resist-through practices of analysis, interpretation, and social critique-our most taken for granted understandings of ourselves and others.Freud (1914Freud ( /2001) ) ar…
Work Group Discussions in Teacher Education
N THIS PAPER, I DESCRIBE the ways that psychoanalytic theory has influenced a portion of my work as a teacher educator.Specifically, I describe a course that is part of an intensive semester of both university and secondary classroom work that student-teachers take before their semester of full-time student teaching.The course is designed with the notion that teaching, one of the impossible professions (Britzman, 2009), and learning to teach carr…
Containing classroom discussions of current social and political issues
This paper attends to the emotional and affective relations that manifest through political discussions in secondary classrooms. In particular, the focus is on the dynamics of classrooms during discussions of political issues. Specific attention is given to interpretations of movements and manifestations of emotions as well as the ways that teachers work with, avoid, navigate and help students make meaning from such discussions. Two case examples…
Accommodating Emotion and Affect in Political Discussions in Classrooms
This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national po…
Social Studies Teacher Perceptions of News Source Credibility
Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the relationships between political ideology and assessments of news source cred…
Theorizing the Use of Aesthetic Texts in Social Studies Education
The researching and practicing of social studies education is often infused with poetry, art, literature, film, photography, and music. Engagements with and production of these aesthetic texts can promote critical thinking, foster empathetic thinking, and aid historical analysis. This article provides 3 potential theoretical explorations for why this might be so. The authors theorize aesthetic encounters in social studies education by deploying t…
Containing Pedagogical Complexity Through the Assignment of Photography
This article investigates the use of photography as a narrative approach to learning in the context of postsecondary education. Two cases are presented: a social studies methods course in a teacher education program in the South of the United States; and a senior undergraduate seminar on global violence at a university in southern Ontario, Canada. With each case presentation we explore how the assignment of photography both instantiates and culti…
(Re)Considerations of Ignorance and Resistance in Teacher Education
This article questions the status of two recurring concepts in teacher preparation: resistance and ignorance. Both of these terms have significant presence within the teacher education literature. Because both of these terms often occur in relation to a particular topic, that of race and multicultural education, we also utilize race as the discourse that frames our consideration of these two important issues. To reframe and reorient our attention…
Reconstituting Pessimistic Discourses
The story of South Africa's struggles and present achievements is highlighted in its national museums. An examination of the discourses constructed by and the pedagogies utilised in these museums shares narratives of progress, memorial and optimism. On a continent whose stories are typically told as tales of pessimism and doom, these narratives produce a new and different discourse surrounding South Africa. Ultimately, this article finds that the…
The Routing and Re-Routing of Difficult Knowledge
The author explores the articulations of six social studies student/teachers after a viewing of When the Levees Broke: A Requiem in Four Acts. The film, a documentary about the aftermath of Hurricane Katrina on the people in and around New Orleans, constitutes an encounter with what Deborah Britzman (1998) calls “difficult knowledge”—representations of social/historical trauma in pedagogical situations. Drawing on ideas from psychoanalytic theory…
The Routing and Re-Routing of Difficult Knowledge
The author explores the articulations of six social studies student/teachers after a viewing of When the Levees Broke: A Requiem in Four Acts. The film, a documentary about the aftermath of Hurricane Katrina on the people in and around New Orleans, constitutes an encounter with what Deborah Britzman (1998) calls “difficult knowledge”—representations of social/historical trauma in pedagogical situations. Drawing on ideas from psychoanalytic theory…
(Re)Considerations of Ignorance and Resistance in Teacher Education
This article questions the status of two recurring concepts in teacher preparation: resistance and ignorance. Both of these terms have significant presence within the teacher education literature. Because both of these terms often occur in relation to a particular topic, that of race and multicultural education, we also utilize race as the discourse that frames our consideration of these two important issues. To reframe and reorient our attention…
Exploring the emotional dynamics of a political discussion
In this article, we discuss three ways that emotional content was presented, registered, performed, and communicated in a secondary social studies classroom discussion. In an analysis of a classroom discussion about representative democracy, we focus on the articulated and embodied emotional and affective content that manifested in students’ sharing of views about same-sex marriage. While the discussion was ostensibly about the students’ beliefs …
Social Studies Teacher Perceptions of News Source Credibility
Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the relationships between political ideology and assessments of news source cred…
Theorizing the Use of Aesthetic Texts in Social Studies Education
The researching and practicing of social studies education is often infused with poetry, art, literature, film, photography, and music. Engagements with and production of these aesthetic texts can promote critical thinking, foster empathetic thinking, and aid historical analysis. This article provides 3 potential theoretical explorations for why this might be so. The authors theorize aesthetic encounters in social studies education by deploying t…
Accommodating Emotion and Affect in Political Discussions in Classrooms
This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national po…
Reconstituting Pessimistic Discourses
The story of South Africa's struggles and present achievements is highlighted in its national museums. An examination of the discourses constructed by and the pedagogies utilised in these museums shares narratives of progress, memorial and optimism. On a continent whose stories are typically told as tales of pessimism and doom, these narratives produce a new and different discourse surrounding South Africa. Ultimately, this article finds that the…
Reconstituting Pessimistic Discourses
The story of South Africa's struggles and present achievements is highlighted in its national museums. An examination of the discourses constructed by and the pedagogies utilised in these museums shares narratives of progress, memorial and optimism. On a continent whose stories are typically told as tales of pessimism and doom, these narratives produce a new and different discourse surrounding South Africa. Ultimately, this article finds that the…
The Routing and Re-Routing of Difficult Knowledge
The author explores the articulations of six social studies student/teachers after a viewing of When the Levees Broke: A Requiem in Four Acts. The film, a documentary about the aftermath of Hurricane Katrina on the people in and around New Orleans, constitutes an encounter with what Deborah Britzman (1998) calls “difficult knowledge”—representations of social/historical trauma in pedagogical situations. Drawing on ideas from psychoanalytic theory…
(Re)Considerations of Ignorance and Resistance in Teacher Education
This article questions the status of two recurring concepts in teacher preparation: resistance and ignorance. Both of these terms have significant presence within the teacher education literature. Because both of these terms often occur in relation to a particular topic, that of race and multicultural education, we also utilize race as the discourse that frames our consideration of these two important issues. To reframe and reorient our attention…
Containing Pedagogical Complexity Through the Assignment of Photography
This article investigates the use of photography as a narrative approach to learning in the context of postsecondary education. Two cases are presented: a social studies methods course in a teacher education program in the South of the United States; and a senior undergraduate seminar on global violence at a university in southern Ontario, Canada. With each case presentation we explore how the assignment of photography both instantiates and culti…
Theorizing the Use of Aesthetic Texts in Social Studies Education
The researching and practicing of social studies education is often infused with poetry, art, literature, film, photography, and music. Engagements with and production of these aesthetic texts can promote critical thinking, foster empathetic thinking, and aid historical analysis. This article provides 3 potential theoretical explorations for why this might be so. The authors theorize aesthetic encounters in social studies education by deploying t…
The Dreamwork of Transformation in Teacher Education
ENGAGES THE LIMITS of the stories we tell ourselves in teacher education through the idea/image/metaphor/vantage of dreams and dreaming.Ever since the publication of Freud's (1900) Interpretation of Dreams, the status of dreams and dreaming has persisted in inquiry as a means to resist-through practices of analysis, interpretation, and social critique-our most taken for granted understandings of ourselves and others.Freud (1914Freud ( /2001) ) ar…
Work Group Discussions in Teacher Education
N THIS PAPER, I DESCRIBE the ways that psychoanalytic theory has influenced a portion of my work as a teacher educator.Specifically, I describe a course that is part of an intensive semester of both university and secondary classroom work that student-teachers take before their semester of full-time student teaching.The course is designed with the notion that teaching, one of the impossible professions (Britzman, 2009), and learning to teach carr…
Containing classroom discussions of current social and political issues
This paper attends to the emotional and affective relations that manifest through political discussions in secondary classrooms. In particular, the focus is on the dynamics of classrooms during discussions of political issues. Specific attention is given to interpretations of movements and manifestations of emotions as well as the ways that teachers work with, avoid, navigate and help students make meaning from such discussions. Two case examples…
Accommodating Emotion and Affect in Political Discussions in Classrooms
This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national po…
Social Studies Teacher Perceptions of News Source Credibility
Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the relationships between political ideology and assessments of news source cred…
How Social Studies Teachers Choose News Resources for Current Events Instruction
Integrating current events and news media in the curriculum is essential to social studies teachers’ efforts to promote critical citizenship skills. In this mixed-methods study, Christopher H. Clark, Mardi Schmeichel, and H. James Garrett draw from a survey of more than one thousand social studies teachers to examine factors that influence the frequency of teachers’ current events instruction and their choices of news resources for use in their c…
Exploring the emotional dynamics of a political discussion
In this article, we discuss three ways that emotional content was presented, registered, performed, and communicated in a secondary social studies classroom discussion. In an analysis of a classroom discussion about representative democracy, we focus on the articulated and embodied emotional and affective content that manifested in students’ sharing of views about same-sex marriage. While the discussion was ostensibly about the students’ beliefs …
Relation and emotion in antiracist pedagogies
This article charts the experiences that emerged as part of a two-day workshop in Montgomery, Alabama at the Equal Justice Initiative's (EJI) Legacy Sites that took place in the spring of 2023. In this exploratory case study of seven social studies teachers from two counties in Georgia, the author explores what emerged in participants' emotional, relational, and affective experiences that exist alongside, and are also tangled up with, the more ra…
Psychology (13 works) · Sociology (12 works) · Pedagogy (10 works) · Educator Training and Historical Pedagogy (9 works) · Innovative Teaching Methodologies in Social Sciences (7 works) · Epistemology (6 works) · Mathematics education (6 works) · Political science (6 works) · Politics (5 works) · Social Psychology (5 works)