Michael Joseph, Ph.D.

Education

• Ph.D. in Curriculum and Instruction from The University of Texas at Austin, 2018-2024
• M.A. in Teaching of Social Studies from Teachers College, Columbia University, 2011-2012
• B.A. in History from The University of Texas at Austin, 2006-2010

Areas of Expertise

• Arab American & Middle Eastern and North African (MENA) American Educators
• Social Studies Methods
• Preservice Teacher Education
• Urban Education
• Case Study Research

Selected Publications

Baker, M., & Joseph, M. L. (2024). Developing core practices of social studies preservice teachers through critical historical inquiry. Social Studies Research and Practice. https://doi.org/10.1108/SSRP-03-2024-0012.

Batt, J., & Joseph, M. L. (2024). Part of whose world?: The Little Mermaid and other racial backlashes in fantasy film/television casting as racial projects for social studies classrooms. Social Studies Research and Practice, 19(1), 34-50. https://doi.org/10.1108/SSRP-03-2023-0024.

Batt, J., & Joseph, M. (2023). “It always had your heart, now it has your curiosity”: Versions of Disney’s The Little Mermaid as lessons in dominant and counter racial narratives. Oregon Journal of the Social Studies, 11(2), 70-77. 

Batt, J., & Joseph, M. (2022). "Who Lives, Who Dies, Who Sings Which Story?”: Narrative production and race in the curriculum of film musicals. Northwest Journal of Teacher Education, 17(3), 1-10. https://doi.org/10.15760/nwjte.2022.17.3.20. 

Joseph, M., & Baker, M. (2022). “It's only right that you should play the way you feel it”:      Examining the fleeting emotions of preservice teachers' navigation of critical historical inquiry. Texas Education Review, 10(1), 12-29. https://doi.org/10.15781/ep49-q895. 

Batt, J., & Joseph, M. (2022). “The work of art is a scream of freedom”: The power of multimodal arts and humanities in teaching marginalized histories. Texas Education Review, 10(1), 49-72. https://doi.org/10.15781/qpnd-qk95. 

Baker, M., Robinson, H. T., & Joseph, M. (2022). The fear of harm: The challenges preservice urban teachers have with historical perspective recognition when discussing difficult histories. Texas Education Review, 10(1), 30-48. https://doi.org/10.15781/680y-je53.