Degrees: Ph.D., Curriculum & Instruction, University of Wisconsin; M.A.T., English Education, University of Massachusetts; B.A. Amherst College
Expertise: Democratic Education, Controversial Issues and Conflict, Authentic Assessment, Student Teaching
For a number of years my scholarly focus has been on the meaning and promotion of critical democratic pedagogy (CDP). Earlier research I conducted with a colleague, Dr. Mark Storz, suggested that pre-service teaching candidates tend to envision CDP as involving the promotion of at least six, interactive dimensions: Choice, Community, Critical Consciousness, Advocacy, Authenticity and Accountability to High Standards of Performance. Underlying a commitment to CDP is the belief that teachers need to share power and responsibility judiciously with students as a means of activating students’ motivated engagement with meaningful work. Threading throughout this perspective on vitalizing democracy in education is the need for educators to become comfortable and resourceful in addressing controversy and conflict at the intellectual and interpersonal levels. My ongoing scholarship and teaching seek to understand, illuminate and embody CDP principles in the interests of strengthening civic discourse and collaborative community in all phases of life.
ED 337—Adolescent Education Special Methods
ED 405—Seminar in Student Teaching
ED 427—Adolescent Education Special Topics
ED 580—Addressing Controversy and Conflict in Classrooms
Kelly, T. et al. (forthcoming). Build it and they will come: A cross-cultural conversation on lead learning possibilities and challenges. In Henderson, J et al. Reconceptualizing curriculum development: Inspiring and informing action. New York: Routledge. Ch. 11.
Kelly, T. “Transcending false dichotomies: Confronting one of life’s consistently compelling challenges.” (2014). In D.A. Breault & R. Breault (eds.) Experiencing Dewey: Insights for today’s classroom. 2nd Edition. New York: Routledge. pp. 95-98.
Kelly, T. (2010). Engaging dissensus: Selected principles and reflections. In J. Henderson (principal author) and J. Schneider (Ed.), The path less taken: Immanent critique in curriculum and pedagogy. Educators International Press, 91-96.
Kelly, T. (2010) Border Crossings. In C Kridel, (Ed). Encyclopedia of Curriculum Studies. Los Angeles: Sage, 85-86.
Kelly, T. (2010). Child-Centered Curriculum. In C Kridel, (Ed). Encyclopedia of Curriculum Studies. Los Angeles: Sage, 107-108.
Kelly, Thomas E. & Breault, Donna, “Promoting Public Intellectual Work: Themes and Provocative Questions Linked to Perspectives Section Essays.” In Journal of Curriculum and Pedagogy, (JCP) 3, 1. 34-39. September, 2006.
Kelly, T. (2004). “A teacher educator’s story.” In Curriculum wisdom: Educational decisions in democratic societies. J.G. Henderson & K.R. Keeson: Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall, 144-157.
Kelly, T. (2002). Discussing controversial issues: Four perspectives on the teacher’s role. In W. Hare and J. Portelli (Eds.), Philosophy of Education: Introductory Readings: Calgary, Alberta, Canada: Detselig Enterprises.