- Global Education and Pedagogies of Globalization
- Education for Democracy
- Teaching Controversial Issues
Affiliate Professor, Political Science
I am a professor of social studies education and an an affiliate professor of political science. My specializations are social studies curriculum and instruction K-12 and the civic development of youth. I teach social studies curriculum and instruction courses in the Teacher Education Program as well as graduate seminars on democratic education, curriculum controversy, global education, and qualitative research. My books include "Educating the Democratic Mind" (1996), "Education for Democracy: Curricula, Contexts, Assessments" (2002), "Teaching Democracy: Unity and Diversity in Public Life"(2003), "Social Studies Today: Research and Practice" (2015), and "Social Studies in Elementary Education" (2017). I am working on three studies now: One aims to create a more engaging, authentic, and rigorous form of advanced high school coursework--one that doesn't mistake superficial "coverage" at a fast pace for meaningful learning. Working closely with teachers, we developed a project-based approach to the high school AP Government course. Another study examines civic education in the USA and elsewhere. Who creates its curriculum? What curriculum have they created? By what authority do they create it? And how does the unifying project of civic education deal with the diversifying forces of liberalism? A curious thing about civic education in the USA is that it doesn't generally include human rights education. That's the third study. I ask, why not?
Ph.D., Curriculum and Instruction, University of Washington, Seattle
M.A. Social Foundations of Education, University of Colorado, Denver
B.A. Political Science, University of Colorado, Boulder
Books & Monographs
Parker, W. C. & Beck, T. A. (2017). Social Studies in Elementary Education (15th ed.). New York: Pearson.
Parker, W. C. (2015). Social Studies Today: Research and Practice (2nd ed.). New York: Routledge.
Banks, J. A., Banks, C. A. M., Cortes, C. E., Hahn, C. L., Merryfield, M. M., Moodley, K. A., Murphy-Shigematsu, S., Osler, A., Park, C., and Parker, W. C. (2005). Democracy and Diversity: Principles and Concepts for Educating citizens in a Global Age. Seattle: Center for Multicultural Education, University of Washington.
Parker, W. C. (2003). Teaching Democracy: Unity and Diversity in Public Life. New York: Teachers College Press.
Parker, W. C. (Ed.). (2002). Educationfor Democracy: Contexts, Curricula, Assessments. Greenwich, CT: Information Age.
Parker, W. C. (Ed.). (1996). Educating the Democratic Mind. Albany: State University of New York Press.
Parker, W. C. (1991). Renewing the Social Studies Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Parker, W. C. & Jarolimek, J. Citizenship and the Critical Role of the Social Studies. Boulder, CO: Social Science Education Consortium, 1984.
Recent Book Chapters
Parker, W. C. (2017). "Toward powerful human rights education in schools." In J. A. Banks (Ed.), Citizenship education and global migration: implications for theory, research, and teaching (pp. 457-481). Washington, DC: AERA.
Parker, W. C. (2015). Social Studies Education eC21. In Parker, W. C. (Ed.), Social Studies Today: Research and Practice, 2nd ed. (pp. 3-12). New York: Routledge.
Parker, W. C. (2014). Travels with (un)conventional wisdom. In C. Woyshner (Ed.), Leaders in Social Education (pp. 151-162). Rotterdam: Sense.
Parker, W. C. (2014). Citizenship education in the United States: Regime type, foundations, and classroom practice. In L. P. Nucci, D. Narvaez & T. Krettenauer (Eds.), The Handbook of Moral and Character Education, 2nd ed. (pp. 347-367). New York: Routledge.
Parker, W. C. (2012). Democracy, diversity, and schooling. In J. A. Banks (Ed.), The encyclopedia of diversity in education (pp. 613-620). New York: Sage.
Recent Journal Articles
Parker, W. C. (2018). Human rights education's curriculum problem. Human Rights Education Review, 1(1), 5-24.
Parker, W. C. (2018). Projects as the spine of a course: designs for deeper learning. Social Education, 82(1), 45-48.
Parker, W. C. (2017). Bringing human rights education home (Review of "Human Rights and Schooling,” by Audrey Osler). Theory and Research in Social Education, 45(3), 413-421.
*Parker, W. C., Valencia, S., & Lo, J. (2017). “Teaching for deeper political learning: a design experiment." Journal of Curriculum Studies. doi:10.1080/00220272.2017.1343386
*Parker, W. C. & Lo, J. (2016). “Content selection in advanced courses: Toward meaningful learning among the 'hundred million things'.” Curriculum Inquiry, 46(2), 196-219.
*Parker, W. C. & Lo, J. (2016). “Reinventing the high school government course: Rigor, simulations, and learning from text.” Democracy & Education, 24(1), Article 6.
*Valencia, S. W. & Parker, W. C. (2016). "Learning from text in an advanced U.S. Government and Politics course." Citizenship Teaching and Learning, 11(1), 87-103.
*Parker, W. C. et al. (2013). “Beyond breadth-speed-test: Toward deeper knowing and engagement in an Advanced Placement course.” American Educational Research Journal, 50(6), 1424-1459.
Parker, W. C. (2012). “Their minds must be improved to a certain degree": A learning cycles approach to inquiry. Humanities and Social Studies Education in Singapore 1(1), 1-6.
Parker, W. C. (2011). Feel free to change your mind: a response essay to "The Potential for Deliberative Democratic Civic Education". Democracy & Education, 19(2), 1-4.
*Parker, W. C. (2011). "'International Education' in U.S. Public Schools." Globalisation, Societies and Education, 9:(3-4), 487-501.
*Parker, W. C. (2011). "Constructing Public Schooling Today: Derision, Multiculturalism, Nationalism." Educational Theory, 61(4), 413-432.
Teaching (Courses Developed & Taught)
EDTEP 584&585: Social Studies in the Secondary School
EDTEP 543: Social Studies in the Elementary School
EDC&I 565&566: Social Studies Seminar—Historical and Contemporary Readings
EDC&I595: Classroom Discourse
EDC&I505a: Contentious Curricula
EDC&I505b: Strategies for Interpreting Qualitative Data (semiotics, ethnomethodology, dramaturgy)
EDC&I 567: Current Issues in Social Studies Education: