Mark E. Helmsing Assistant Professor 4400 University Drive, MS: 4B3 School of Education phone (703) 993-2384 George Mason University email [email protected] EDUCATION 2017 Ph.D. in Curriculum, Teaching, & Education Policy Michigan State University, East Lansing, MI Dissertation: American Expressions: Three Cases on Curricular Forms of Teaching about America in Social Studies Education. Chair: Dr. Avner Segall 2004 B.S. (High Distinction) in Secondary Education Indiana University, Bloomington, IN Major: Social Studies Education; Minor: English Education Alumnus, School of Education Community of Teachers Program ACADEMIC APPOINTMENTS 2017– Assistant Professor, George Mason University, Fairfax VA College of Education & Human Development, School of Education Affiliate Faculty: Department of History & Art History (2019–) Affiliate Faculty: Folklore Studies Program (2019–) 2014–2016 Instructor, University of Wyoming, Laramie, WY College of Education, Department of Secondary Education 2011–2013 Research Assistant, “Learning Science as Inquiry with the Urban Advantage” Michigan State University/American Museum of Natural History 2009–2013 Graduate Assistant, Michigan State University, East Lansing, MI College of Education, Department of Teacher Education PROFESSIONAL EXPERIENCE Teacher, Dennis Intermediate School, Richmond, IN Teacher, Sunnyslope High School, Phoenix, AZ Teacher, Bloomington High School North, Bloomington, IN Summer Remediation Teacher, Monroe County Community School Corporation, Bloomington, IN Volunteer Teacher, New Life-New Leaf Transformative Justice Program, Bloomington, IN Guest Teacher, Gairloch High School, Scotland, United Kingdom Peer Instructor, Collins Living-Learning Center, Indiana University, Bloomington, IN Faculty Assistant, Department of Folklore & Ethnomusicology, Bloomington, IN Museum Assistant, Huddleston Farmhouse & Inn Museum, Mt. Auburn, IN Staff Assistant, Historic Landmarks Foundation of Indiana, Indianapolis, IN Updated June 2019 by Mark E. Helmsing, Ph.D. Page 1 RESEARCH AND SCHOLARSHIP ( # = co-authored with students) Articles in Journals Helmsing, M. & van Kessel, C. (accepted). Critical corpse studies: Engaging with death and corporeality in curriculum. Taboo: Journal of Culture and Education. Helmsing, M. (2019). Disability plots: Curriculum, allegory, & history. Journal of Curriculum Theorizing, 34(1), 110-116. SJR: N/A, H Index: N/A, JIF: N/A, Acceptance Rate: 30% #Helmsing, M. & Vardas-Doane, A. (2019). Teaching and learning medievalism in popular culture as history education. Teaching Social Studies, 19(1), 25-30. SJR: N/A, H Index: N/A, JIF: N/A, Acceptance Rate: N/A Helmsing, M. (2018). A love-hate relationship: Personal narratives of pride and shame as patriotic affects. Bank Street Occasional Papers on Education, Volume 40, 84-93. SJR: N/A, H Index: N/A, JIF: N/A, Acceptance Rate: N/A Janak, E. & Helmsing, M. (2016). Problematizing philanthropy: How a historical study of the General Education Board in the U.S. West puts the “social” in race and region as social constructs. Race, Ethnicity, and Education, 20(2), 277-288. SJR: Q1, H Index: 38, JIF: 1.27, Acceptance Rate: 6- 10% Helmsing, M. (2016). Becoming-American: Experiencing the nation through LBGT fabulation in a ninth- grade US history class. The Journal of Social Studies Research, 40(3), 173-186. Q2, H Index: 5, JIF: N/A, Acceptance Rate: 10-15% Houseal, A., Gillis, V., Helmsing, M., & Hutchison, L. (2015). Disciplinary literacy through the lens of Next Generation Science Standards. Journal of Adolescent & Adult Literacy, 59(4), 377-384. SJR: Q2, H Index: 38, JIF: 0.92, Acceptance Rate: 20% Helmsing, M. (2014). Virtuous subjects: A critical analysis of the affective substance of social studies education. Theory & Research in Social Education, 42(1), 127-140. SJR: Q2, H Index: 24, JIF: N/A, Acceptance Rate: 15% Helmsing, M. (2014). An/Other American life: Minor pedagogies of heritage in the Arab American National Museum. Review of Education, Pedagogy, & Cultural Studies, 36(1), 71-88. SJR: Q2, H Index: 14, JIF: N/A, Acceptance Rate: 11-20% Monographs and Edited Volumes Helmsing, M. (proposal under review). Feeling the past: Experiments with affect and temporality in history education. New York, NY: Routledge. Role: developed idea; sole author. Helmsing, M. (proposal under review). Expressing the past: History, allegory, and curriculum. New York, NY: Palgrave Macmillan. Role: developed idea; sole author. Helmsing, M. (under contract). Captivated by the past: Affect, history, and critical media literacy. New York, NY: Sense/Brill. Role: developed idea; sole author. Updated November 2019 by Mark E. Helmsing, Ph.D. Page 2 Krutka, D.G., Whitlock, A.M., & Helmsing, M. (Eds.) (2018). Keywords in the social studies: Concepts and conversations. New York, NY: Peter Lang. Role: developed idea (100%); shared in initial review and editing of submissions and review of final drafts (30%); co-contact for the publisher and contributors (20%). Chapters in Books Helmsing, M. (in press). Youth, the Vietnam War, and Becoming-American. Manuscript submitted for S.R. Steinberg, B. Down, D. Nix-Stevenson (Eds.), Handbook of critical pedagogies. Thousand Oaks, CA: SAGE Publishing. Huddleston, G. & Helmsing, M. (in press). Pop culture 2.0: A political curriculum in the Age of Trump. In P.P. Trifonas (Ed.), Handbook of theory and research in cultural studies and education. Cham, Switzerland: Springer. Helmsing, M. (2019). Queer theory and the social studies: Engaging with histories, communities, and identities. Submitted for C.A. Brant & L. Willox (Eds.), Teaching the teachers: LGBTQ Issues in teacher education. Charlotte, NC: Information Age Press. Helmsing, M. (2018). Making America great (again and again): Certainty, centrality, and paranoiac pedagogies of social studies education in the United States. In J. Sandlin & J. Wallin (Eds.), Paranoid pedagogies: Education, culture, and paranoia (pp. 99-120). New York, NY: Palgrave. Helmsing, M., Krutka, D.G. & McMahon Whitlock, A.M. (2018). Introduction: Unsettling the social studies. In D.G. Krutka, A.M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. xxi-xxxi). New York, NY: Peter Lang. Whitlock, A.M. & Helmsing, M. (2018). Time. In D.G. Krutka, A.M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. 37-45). New York, NY: Peter Lang. Helmsing, M. (2017). A small town with long roads: Wyoming as a post-western curriculum. In W.M. Reynolds (Ed.) Forgotten places: Critical studies in rural education (pp. 291-302). New York, NY: Routledge. Helmsing, M. (2016). Life at large: Materializing social studies education for re-enchantment. In N. Snaza, D. Sonu, S. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies (pp. 137-151). New York, NY: Peter Lang. Helmsing, M. (2016). “This is no ordinary apple”: Learning to fail spectacularly in the queer pedagogy of Disney’s diva villains. In J.A. Sandlin & J.C. Garlen (Eds.), Disney, culture, curriculum (pp. 59- 72). New York, NY: Routledge. Helmsing, M. (2014). Feeling responsible: Vulnerable encounters in social studies education. In H. Smits & R. Naqvi (Eds.), Framing peace: Thinking about and enacting curriculum as radical hope (pp. 43-48). New York, NY: Peter Lang. Helmsing, M. (2014). Grotesque stories, desolate voices: Encountering histories and geographies of violence in Southern Gothic’s haunted mansions. In W.M. Reynolds (Ed.), Critical studies of Southern place: A reader (pp. 316-323). New York, NY: Peter Lang. Updated November 2019 by Mark E. Helmsing, Ph.D. Page 3 Edited Issues of Journals Huddleston, G., & Helmsing, M. (Eds.). (2015). Spivak and literacy. Critical Literacy: Theories and Practices, 9(1). Scholarly Reviews Helmsing, M. (in print). Review of S. Metzger & L.M. Harris (Eds.), The Wiley international handbook of history teaching and learning (Wiley Blackwell, 2018). Reviewed for Journal of Social Studies Research. Helmsing, M. (in print). Review of R. Guyver (Ed.), Teaching history and the changing nation state (Bloomsbury, 2016). Reviewed for Education Review. Helmsing. M. (2013). Review of Woyshner, C. & Bohan, C. (Eds.), Histories of social studies and race: 1865-2000 (Palgrave, 2012). In American Educational History Journal, 40, 391-396. RESEARCH AND SCHOLARSHIP (* = refereed; # = co-authored with students) National and International Presentations Bronstein, E. & Helmsing, M. (2019, November). Reimagining rights: Infusing citizenship and agency in world history instruction. National Council for the Social Studies, Austin, TX. Varga, B.A., van Kessel, C., Christ, R.C., & Helmsing, M. (2019, November). Death. A Contemporary Issues Dialogue for the College and University Faculty Assembly, National Council for the Social Studies, Austin, TX. Helmsing, M. (2019, October). Towards a curriculum inquiry of the Midwest: Historical consciousness and the autobiographical demand of place. Bergamo Conference on Curriculum Theory & Classroom Practice, Dayton, OH. Helmsing, M. (2019, October). Encounters with re-enchantment: Curriculum in excess of rationalization and intellectualization. Bergamo Conference on Curriculum Theory & Classroom Practice, Dayton, OH. Helmsing, M. (2019, October). Made of flesh and bones: The corpse as a site of curriculum. Bergamo Conference on Curriculum Theory & Classroom Practice, Dayton, OH. *Helmsing, M. & Shear, S. (2019, April). Whose “American” story? Two self-studies of critically