Steven Camicia's guest appearances

Steven Camicia

Research in Action | A podcast for faculty & higher education professionals on research design, methods, productivity & more

Visions of Education

Kevin Rose

John Dewey

Adam Friedman

Emily Contois

Brenda Tracy

Tim McKay

David Levy

Matthew Lee

Therese Huston

Jenn Binis

Kevin Doxzen

Betsy DeVos

Tom Cavanagh

José Vilson

Sam Johnston

OwlTail

Ryan Knowles

In episode 168, Dan and Michael chat with Steven Camicia and Ryan Knowles about their new book titled, “Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice.”

Episode 168: Civic Inquiries for Social Justice with Steven Camicia and Ryan Knowles

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., &amp; 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., &amp; 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 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: <ul> <li>Butler, J. (2006). <a href="https://www.versobooks.com/books/112-precarious-life" rel="noopener noreferrer nofollow" target="_blank">Precarious life: The powers of mourning and violence</a>. New York: Verso.</li> <li>Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. <a href="https://www.tandfonline.com/toc/utrs20/current" rel="noopener noreferrer nofollow" target="_blank">Theory and Research in Social Education</a> 35(1), 96-111.</li> <li>Camicia, S. P. (2009). Teaching the Japanese American internment: A case study of social studies curriculum conflict and change. <a href="https://www.journals.elsevier.com/the-journal-of-social-studies-research" rel="noopener noreferrer nofollow" target="_blank">Journal of Social Studies Research</a>, 33(1), 113-132.</li> <li>Camicia, S. P. (2012). An ethics of recognition in global and teacher education: Looking through queer and postcolonial Lenses. <a href="https://www.ucl-ioe-press.com/journals/international-journal-of-development-education-and-global-learning/" rel="noopener noreferrer nofollow" target="_blank">International Journal of Development Education and Global Learning</a>, 4(1), 25-35.</li> <li>Camicia, S. P. (2016). <a href="https://www.routledge.com/Critical-Democratic-Education-and-LGBTQ-Inclusive-Curriculum-Opportunities/Camicia/p/book/9780415709927" rel="noopener noreferrer nofollow" target="_blank">Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints</a>. New York: Routledge.</li> <li>Hess, D. E., &amp; McAvoy, P. (2015). <a href="https://www.routledge.com/The-Political-Classroom-Evidence-and-Ethics-in-Democratic-Education/Hess-McAvoy/p/book/9780415880992" rel="noopener noreferrer nofollow" target="_blank">The political classroom: Evidence and ethics in democratic education</a>. New York: Routledge.</li> <li>Mouffe, C. (2000). <a href="https://www.versobooks.com/books/402-the-democratic-paradox" rel="noopener noreferrer nofollow" target="_blank">The democratic paradox</a>. London: Verso.</li> <li>Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), <a href="https://www.wiley.com/en-us/Diversity+and+Citizenship+Education%3A+Global+Perspectives-p-9780787987657" rel="noopener noreferrer nofollow" target="_blank">Diversity and citizenship education: Global perspectives</a> (pp. 433-458). San Francisco, CA: Jossey-Bass</li> </ul> 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: <ul> <li>Au, W. (2012). <a href="https://www.routledge.com/Critical-Curriculum-Studies-Education-Consciousness-and-the-Politics/Au/p/book/9780415877121" rel="noopener noreferrer nofollow" target="_blank">Critical curriculum studies: Education, consciousness and the politics of knowing</a>. New York: Routledge.</li> <li>Banks, J. A. (1996). The cannon debate, knowledge construction, and multicultural education. In J. A. Banks (Ed.), <a href="https://www.tcpress.com/multicultural-education-transformative-knowledge-and-action-9780807735312" rel="noopener noreferrer nofollow" target="_blank">Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives</a> (pp. 3-29). New York: Teacher College Press.</li> <li>Benhabib, S. (2002). <a href="https://press.princeton.edu/titles/7410.html" rel="noopener noreferrer nofollow" target="_blank">The claims of culture: Equality and diversity in the global era</a>. Princeton, NJ: Princeton University Press.</li> <li>Harding, S. (1995). “Strong objectivity”: A response to the new objectivity question. <a href="https://link.springer.com/journal/11229" rel="noopener noreferrer nofollow" target="_blank">Synthese</a>, 104(3), 331-349.</li> <li>Parker, W. C. (Ed.) (1996). <a href="https://www.sunypress.edu/p-2237-educating-the-democratic-mind.aspx" rel="noopener noreferrer nofollow" target="_blank">Educating the democratic mind</a>. Albany, NY: State University of New York Press.</li> <li>Camicia, S. P., &amp; Knowles, R. T. (forthcoming). Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice. Charlotte, NC Information Age Publishing, Inc.</li> <li>Camicia, S. P. (forthcoming). LGBTQ Inclusion and Exclusion in State Social Studies Standards: Implications for Critical Democratic Education. Curriculum and Teaching Dialogue.</li> <li>Camicia, S. P. (forthcoming). Disturbing Democratic Education: Rethinking Power, Inclusion, and Recognition.</li> </ul> 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: <ul> <li>Young, I. M. (2002). <a href="https://global.oup.com/academic/product/inclusion-and-democracy-9780198297550?q=iris%20young&amp;lang=en&amp;cc=us" rel="noopener noreferrer nofollow" target="_blank">Inclusion and democracy</a>. New York: Oxford University Press.</li> </ul> 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: @<a href="https://twitter.com/RIA_podcast" rel="nofollow" target="_blank">RIA_podcast</a> or #<a href="https://twitter.com/hashtag/RIA_podcast?src=hash" rel="nofollow" target="_blank">RIA_podcast </a>Email: <a href="mailto:riapodcast@oregonstate.edu">riapodcast@oregonstate.edu</a> Voicemail: <a>541-737-1111</a> If you listen to the podcast via <a href="https://itunes.apple.com/us/podcast/research-in-action/id1101916802" rel="nofollow" target="_blank">iTunes</a>, 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.

[From th Archives] Ep 158: Dr. Steven Camicia on Democratic Education

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., &amp; 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., &amp; 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, 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 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: <ul> <li>Butler, J. (2006). <a href="https://www.versobooks.com/books/112-precarious-life" rel="noopener nofollow" target="_blank">Precarious life: The powers of mourning and violence</a>. New York: Verso.</li> <li>Camicia, S. P. (2007). Deliberating immigration policy: Locating instructional materials within global and multicultural perspectives. <a href="https://www.tandfonline.com/toc/utrs20/current" rel="noopener nofollow" target="_blank">Theory and Research in Social Education</a> 35(1), 96-111.</li> <li>Camicia, S. P. (2009). Teaching the Japanese American internment: A case study of social studies curriculum conflict and change. <a href="https://www.journals.elsevier.com/the-journal-of-social-studies-research" rel="noopener nofollow" target="_blank">Journal of Social Studies Research</a>, 33(1), 113-132.</li> <li>Camicia, S. P. (2012). An ethics of recognition in global and teacher education: Looking through queer and postcolonial Lenses. <a href="https://www.ucl-ioe-press.com/journals/international-journal-of-development-education-and-global-learning/" rel="noopener nofollow" target="_blank">International Journal of Development Education and Global Learning</a>, 4(1), 25-35.</li> <li>Camicia, S. P. (2016). <a href="https://www.routledge.com/Critical-Democratic-Education-and-LGBTQ-Inclusive-Curriculum-Opportunities/Camicia/p/book/9780415709927" rel="noopener nofollow" target="_blank">Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints</a>. New York: Routledge.</li> <li>Hess, D. E., &amp; McAvoy, P. (2015). <a href="https://www.routledge.com/The-Political-Classroom-Evidence-and-Ethics-in-Democratic-Education/Hess-McAvoy/p/book/9780415880992" rel="noopener nofollow" target="_blank">The political classroom: Evidence and ethics in democratic education</a>. New York: Routledge.</li> <li>Mouffe, C. (2000). <a href="https://www.versobooks.com/books/402-the-democratic-paradox" rel="noopener nofollow" target="_blank">The democratic paradox</a>. London: Verso.</li> <li>Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), <a href="https://www.wiley.com/en-us/Diversity+and+Citizenship+Education%3A+Global+Perspectives-p-9780787987657" rel="noopener nofollow" target="_blank">Diversity and citizenship education: Global perspectives</a> (pp. 433-458). San Francisco, CA: Jossey-Bass</li> </ul> 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: <ul> <li>Au, W. (2012). <a href="https://www.routledge.com/Critical-Curriculum-Studies-Education-Consciousness-and-the-Politics/Au/p/book/9780415877121" rel="noopener nofollow" target="_blank">Critical curriculum studies: Education, consciousness and the politics of knowing</a>. New York: Routledge.</li> <li>Banks, J. A. (1996). The cannon debate, knowledge construction, and multicultural education. In J. A. Banks (Ed.), <a href="https://www.tcpress.com/multicultural-education-transformative-knowledge-and-action-9780807735312" rel="noopener nofollow" target="_blank">Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives</a> (pp. 3-29). New York: Teacher College Press.</li> <li>Benhabib, S. (2002). <a href="https://press.princeton.edu/titles/7410.html" rel="noopener nofollow" target="_blank">The claims of culture: Equality and diversity in the global era</a>. Princeton, NJ: Princeton University Press.</li> <li>Harding, S. (1995). “Strong objectivity”: A response to the new objectivity question. <a href="https://link.springer.com/journal/11229" rel="noopener nofollow" target="_blank">Synthese</a>, 104(3), 331-349.</li> <li>Parker, W. C. (Ed.) (1996). <a href="https://www.sunypress.edu/p-2237-educating-the-democratic-mind.aspx" rel="noopener nofollow" target="_blank">Educating the democratic mind</a>. Albany, NY: State University of New York Press.</li> <li>Camicia, S. P., &amp; Knowles, R. T. (forthcoming). Education for Democracy: A Renewed Approach to Civic Inquiries for Social Justice. Charlotte, NC Information Age Publishing, Inc.</li> <li>Camicia, S. P. (forthcoming). LGBTQ Inclusion and Exclusion in State Social Studies Standards: Implications for Critical Democratic Education. Curriculum and Teaching Dialogue.</li> <li>Camicia, S. P. (forthcoming). Disturbing Democratic Education: Rethinking Power, Inclusion, and Recognition.</li> </ul> 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: <ul> <li>Young, I. M. (2002). <a href="https://global.oup.com/academic/product/inclusion-and-democracy-9780198297550?q=iris%20young&amp;lang=en&amp;cc=us" rel="noopener nofollow" target="_blank">Inclusion and democracy</a>. New York: Oxford University Press.</li> </ul> To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @<a href="https://twitter.com/RIA_podcast" rel="nofollow" target="_blank">RIA_podcast</a> or #<a href="https://twitter.com/hashtag/RIA_podcast?src=hash" rel="nofollow" target="_blank">RIA_podcast </a> Email: <a href="mailto:riapodcast@oregonstate.edu">riapodcast@oregonstate.edu </a> Voicemail: <a>541-737-1111</a> If you listen to the podcast via <a href="https://itunes.apple.com/us/podcast/research-in-action/id1101916802" rel="nofollow" target="_blank">iTunes</a>, 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.

Ep 158: Dr. Steven Camicia on Democratic Education