University of North Carolina at Chapel Hill, ABEd, MAT
Dr. Ross is interested in the influence of social and institutional contexts on teachers’ practice as well as the role of curriculum and teaching in building a democratic society in the face of antidemocratic impulses of greed, individualism, and intolerance.
In recent years he has examined the influence of the educational standards and high-stakes testing movements on curriculum and teaching. His most recent research investigates the surveillance-based and spectacular conditions of postmodern schools and society in an effort to develop both a radical critique of the “disciplinary gaze” and a means by which teachers, students, and other stakeholders might resist its various conformative, anti-democratic, anti-collective, and oppressive potentialities.
He also co-edits Cultural Logic, which has been on-line since 1997, and is an open access, peer-reviewed, interdisciplinary journal publishing essays, interviews, poetry, and reviews by writers working within the Marxist tradition.
Dr. Ross has written extensively for newspapers and magazines on education and social issues and has contributed to numerous radio and television outlets. His education activism includes playing a key role in the creation of The Rouge Forum, a group of educators, parents, and students seeking a democratic society through dialogue and direct action. The Rouge Forum brings together education activists in a variety of projects and regularly sponsors regional and national conferences.
A former secondary social studies (Grades 8 to 12) and day care teacher in North Carolina and Georgia, Dr. Ross was Distinguished University Scholar and Chair of the Department of Teaching at the University of Louisville prior to his arrival at UBC in 2004. He has also taught at the State University of New York campuses at Albany and Binghamton.
Academic Labor in the Age of Clinton versus Trump. Keynote Colloquium, American Educational Studies Association, Seattle, Washington, November 4, 2016. With Wayne Au, Julie Gorlewski, John Lupinacci & A.G. Rud.
Broadening the Circle of Critical Pedagogy. The Adam Renner Education for Social Justice Lecture at The Rouge Forum, St. Mary’s University, Calgary, AB, May 28, 2016.
Is Democratic Citizenship Possible in the Age of Neoliberalism? College and University Faculty Assembly of National Council for the Social Studies, 2015 Retreat. University of North Carolina, Charlotte, January 16-18, 2015.
Fireside Chat with Ron Evan on Education Reform, Social Studies, and Democratic Citizenship, Hosted By E. Wayne Ross. College and University Faculty Assembly of National Council for the Social Studies, 2015 Retreat. University of North Carolina, Charlotte, January 16-18, 2015.
Critical Education Against Capitalism: Connecting the Local with the Global. Keynote speaker, Critical Theories in the 21st Century: A Conference of Transformative Pedagogies. West Chester University, November 16, 2013.
Education for Dangerous Citizenship. Keynote address at the III International Conference on Critical Education, University of Ankara, Ankara, Turkey, May 15-17, 2013.
Media, New Information Technologies and Critical Thinking in Social Studies. Keynote address at the XXIV International Symposium on Social Science Education, University of Alcalá, Guadalajara, Spain. March 19, 2013.
Dr. Seuss and Dangerous Citizenship. Keynote address at the 6th Annual Conference on Equity and Social Justice, Testing Our Limits: Teaching with Courage and Conviction, State University of New York at New Paltz, March 2, 2013.
Occupy Education! Class Conscious Pedagogies and Social Change. Rouge Forum 2012 Annual Conference, Miami University, Oxford OH, June 22, 2012.
Social control and the pursuit of dangerous citizenship. Keynote address to IX International Conference on Research in Teaching Social Sciences: Formation of Social Thought and the Construction of Democracy in the Teaching of Social Sciences, Geography, and History. Faculty of Education Sciences, Autonomous University of Barcelona, Spain, February 23, 2012.
Roundhouse Radio 98.3 (October 2, 2015). Half-hour interview by Minelle Mahtani on her show “Sense of Place” about issues of race and place.
CFAX 1070 (Victoria, BC, August 21, 2015). Half-hour live, on-air interview with host Pamela McCall about the leadership crisis and academic freedom at UBC.
CBC Vancouver, News at 6 (August 17, 2015). Interviewed by Pierre Martineau on departure of Arvind Gupta as UBC president and Prof. Jennifer Berdahl’s claim that UBC Board of Governors Chair John Montalbano violated her academic freedom.
Ross, E. W. (2016). Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (1988). In J. L. DeVitis (Ed.), Popular educational classics: A reader. New York: Peter Lang.
Ross, E. W. (2016). The courage of hopelessness: Creative disruption of everyday life in the classroom. In W. Journell (Ed.), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. 69-82). Lanham, MD: Rowman & Littlefield.
Delgado, S. X., Gautreaux, M., & Ross, E. W. (2016). La literatura infantil como herramienta didáctica para enseñar sobre poder, tiranía y justicia social. Íber: Didáctica de les Ciencias Sociales, Geografia e Historia, 82, 50-55.
Ross, E. W. (2016). Broadening the circle of critical pedagogy. In N. McCrary & E. W. Ross (Eds.), Working for social justice inside and outside the classroom: A community of teachers, researchers, and activists (pp. 206-218). New York: Peter Lang.
Ross, E. W. (2015). Dr. Dewey or: How I learned to stop worrying about where ideas come from and love critical pedagogy. In B. J. Porfilio & D. R. Ford (Eds.), Leaders in critical pedagogy: Narratives for understanding and solidarity (141-155). Rotterdam: Sense Publishers.
Ross, E. W. (2015). Renovació de renovació pedagògica : Què hem de mantenir i què hem de canviar en la pedagogia crítica? [Renewing pedagogical renovation: What should we keep and what should we change about critical pedagogy?] Perspectiva Escolar, 382, 6-13.
Ross, E. W. (2014).Yaşamin maddi dönüşümü” Guy Debord, gösteri ve eleştirel sosyal çalişmalar eğitimi. In A. Yildiz & M. Uysal (Eds.). Eleştirel eğitim yazılar (pp. 211-236) [Writings on critical education]. Ankara, Turkey: Siyasal Kitabevi. (Translated By Arzu Çakir)
Ross, E. W., Mathison, S., & Vinson, K. D. (2014). Social studies curriculum and teaching in the era of standardization. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4th Ed., pp. 25-49). Albany: State University of New York Press.
Ross, E. W., & Vinson, K. D. (2014). Dangerous citizenship. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4th Ed., pp. 93-125). Albany: State University of New York Press.
Ross, E. W. (2014). Re-making the social studies curriculum. In E. W. Ross (Ed.). The social studies curriculum: Purposes, problems, and possibilities (4th Ed., pp. 375-387). Albany: State University of New York Press.
Ross, E. W., Gibson, R., Queen, G., & Vinson, K. D. (2013). How do I keep my ideals and still teach? In E. A. Daniels & B. J. Porfilio (Eds.), Dangerous counterstories: Narrating for understanding, solidarity, resistance, and community. Charlotte, NC: Information Age Publishing.
Ross, E. W., & Queen, G. (2013). “Shut up he might hear you!” Teaching Marx in social studies. In C. S. Malott & M. Cole (Eds.), Teaching Marx across the curriculum: The socialist challenge. Charlotte, NC: Information Age Publishing.
Vinson, K. D., Ross, E. W., & Wilson, M. B. (2013). Standards based educational reform and social studies education: A critical introduction. In W. B. Russell III (Ed.), Contemporary social studies: An essential reader. Charlotte, NC: Information Age Publishing.
Ross, E. W., & Vinson, K. D., (2011). Social control and the pursuit of dangerous citizenship. In J. L. DeVitis (Ed.), Citizenship education and critical civic literacy: A reader (pp. 155-168). New York: Peter Lang.
Chacko, M. A., & Ross, E. W. (2011). Re-visioning global education. Theory and Research in Social Education, 39(1), 148-158.
Gibson, R., & Ross, E. W. (2011). The education agenda is a war agenda: Connecting reason to power and power to resistance. In P. R. Carr & B. J. Porfilio (Eds.), The phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism (pp. 227-248). Charlotte, NC: Information Age Publishing.
Vinson, K. D., Ross, E. W., & Welsh, J. F. (2010). Controlling images: Surveillance, spectacle, and high-stakes testing as social control. In K. J. Saltman & D. Gabbard (Eds.), Education as enforcement (2nd Ed.). New York: Routledge.
Vinson, K. D., Ross, E. W., & Wilson, M. B. (2010). “The concrete inversion of life”: Guy Debord, the spectacle, and critical social studies education. In A. DeLeon & E. W. Ross (Eds.), Critical theories, radical pedagogies, and social education: New perspectives for social studies education (pp. 85-113). Rotterdam: Sense.
Ross, E. W. (2010). Clockwork: Taylorism and its continuing influence on work and schooling. In E. Heilman (Ed.), Social studies and diversity teacher education: What we do and why we do it (pp. 33-37). New York: Routledge.
Gibson, R., & Ross, E. W. (2010). Using children’s books to explore power, tyranny and justice. In E. Heilman (Ed.), Social studies and diversity teacher education: What we do and why we do it (pp. 63-65). New York: Routledge.
EDCP 333 – Curriculum Issues in Social Studies Education: This course is based on the premise that good social studies teaching and learning requires teachers and students to pose and analyze problems in the process of understanding and transforming our world. In other words, social studies education should not be about passively absorbing someone else’s conception of the world, but rather it should be an exercise in creating a personally meaningful understanding of the way the world is and how one might act to transform it. To that end, this course focuses six key topics in the social studies curriculum: democracy and citizenship; race; First Nations/aboriginal peoples; social class; gender and sexuality; and globalization.
EDUC 500 – Research Methodology in Education: An introduction to educational and social research for practitioners in schools and human services. The focus will be on fundamental issues in research including research methodology and research techniques (e.g., data collection, analysis and interpretation). This is not a research design or statistics course. In this course we will focus on: (a) developing an understanding of various kinds of educational and social research; (b) developing skills that will facilitate critical reading of educational and social research; and (c) exploring the role and use of research techniques to reflect upon and improve practice.
EDCP 508 (032) – History, Theories, and Practices of Alternative Education: Since the 1980s, schools have been subjected to increased standardization, test-based accountability, and corporate management models, trends often labeled as the global education reform movement or GERM. One of the key effects of GERM on curriculum and teaching has been the search for low-risk ways to meet learning goals, undermining alternative and experimental pedagogical approaches and risk-taking in the classroom. This seminar will explore histories, ideologies, and practices of alternative education movements. A key aim of the course is to examine the various cultures of learning, teaching, and curriculum embedded within the diverse landscape of alternative education and the implications for formal and informal education today. Emphasis will be placed on (but not limited too) the liberal/progressive and anarchist/libertarian traditions of alternative education, including movements such as democratic free schools, unschooling/deschooling, as well as Socialist Sunday Schools, Modern Schools (Ferrer Schools).
EDCP 562 – Introduction to Curriculum Studies: History and development of the curriculum emphasizing the underlying perspectives that inform curricular choices and activities; principles and issues related to organization, development and evaluation.
EDCP 564 – Texts, Politics, and Ideologies of Curriculum Development: This course examines the content and ideology of school curriculum, both past and present, within the Canadian context and beyond. The course also includes analyses of political and economic influences on curriculum, materials development, and related discourses.
EDCP 601 – Curriculum and Pedagogy: History and Theory: This seminar is intended for first-year doctoral students. It examines the emergence of contemporary conceptions of curriculum and pedagogy, looking across various historical and theoretical influences. Emphasis is placed on analysis of varied conceptual and political perspectives, explicit and tacit rationales for formal education, and consequent principles that infuse conceptions and enactments of curriculum and pedagogy.