Brittany Jones (she/her)

Broadly, my research centers on anti-racist social studies teacher education. Specifically, I explore how the intersection of race and emotions informs the teaching and learning of social studies education, with a specific focus on history education. I am also interested in how the discourses of racialized emotions within social studies curricular materials (re)produce power and oppression in social studies education.

• PhD, Michigan State University, Curriculum, Instruction, Teacher Education (2023)

• Outstanding Dissertation Award; American Educational Research Association (AERA) Division K; 2024-04-13;
• Exemplary Research Award; National Council for the Social Studies; 2023-11-30;

• Jones, B., & Berends, J. (2023). Enacting antiracist pedagogy: An analysis of LeBron James and Doc Rivers’s antiracist discourse. Equity & Excellence in Education, 56(3), 434-449.
• Jones, B. L. (2022). Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s US history standards and curriculum framework. Theory & Research in Social Education, 50(3), 431-463.
• Jones, B.L. & Duncan, K. E. (accepted). Creating pedagogical possibilities through media representations of “the talk” in civics classrooms. Journal of Curriculum and Pedagogy.
• Jones, B.L. (accepted). Critically analyzing historical sources for racialized emotions (CARE). Social Education.

• Jones, B.L. (2024). Anti-villainification and difficult-ish: Antidotes to binaries in history education. In C. van Kessel & K. Edmondson, K. (Eds.), Inquiries into Villainification in Social Studies Education (pp. 63-78). Teachers College Press.

• Jones, B.L. (2023, November). Whose fear matters?: An examination of fear in Virginia’s U.S. History Standards. National Council for the Social Studies (NCSS) Annual Conference;
• Jones, B.L. (2023, October 31). How to Teach History Using Racialized Emotions. New York Council for the Social Studies;

• Jones, B.L. & Edmondson, K. (2024, April 11-14). A systematic literature review on difficult histories in social studies education, 2004–2022 [Paper Presentation]. American Educational Research Association, Philadelphia, PA, United States.;
• Jones, B.L. (2024, April 11-14). “We always on ready”: How Black students’ discourse and affect challenge the ‘difficult’ history label [Paper Presentation]. American Educational Research Association, Philadelphia, PA, United States.;

• American Educational Research Association Teaching History Sig Program Chair
  04/01/2024-04/01/2025
• College and Faculty Association (CUFA) Program Chair
  12/01/2023-12/01/2024