John P. Broome, Associate Professor in the College of Education, co-authored two chapters in the new book, “It’s Being Done in Social Studies: Race, Class, Gender and Sexuality in the Pre/K-12 Curriculum,” edited by Drs. Lara Willox (University of West Georgia) and Cathy Bryant (University of South Carolina), and published by Information Age Publishing.

In “Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film,” Broome worked with Dr. Lauren Colley (University of Alabama) in a chapter lead by Erin Hill (UMW Political Science ’13 and M.Ed Secondary Education – History and Social Sciences) about how Hill uses documentary film and media to integrate women’s history in to the high school U.S. History curriculum and classroom instruction.

In a second chapter, Broome co-authored with Aurora high school social studies teacher and doctoral student at the University of Colorado-Denver, Colleen Boucher, on “The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies.” The piece highlights the intersection of race, space, and class through a simulation on the impact of urban development on spaces of color in the high school classroom.

Dr. Broome’s research interests focus on the intersection of social studies and race/ism, equity, and whiteness. He earned his B.A. in Government from The College of William & Mary, a M.Ed. in Curriculum & Instruction (Secondary Social Studies) from George Mason University, and a Ph.D. in Education (Social Studies Education) from the Curry School of Education and Human Development at the University of Virginia. Before joining UMW, Dr. Broome taught secondary social studies in public and private schools in the Commonwealth of Virginia.

John P. Broome, associate professor of education, and program director of elementary, preK-12 and secondary education in the College of Education, co-authored “Before You Click ‘Share’: Mindful Media Literacy as a Positive Civic Act” in the recently published book,”Critical Media Literacy and Fake News in Post-Truth America“, published by Brill.

His chapter, written with Dr. Jason Endacott (University of Arkansas), Matthew Dingler (University of Arkansas), and Seth French (University of Arkansas), provides classroom strategies for developing media literacy skills that emphasize substantiation and critical reflection on bias. These skills are then situated within the context of information sharing as a civic act, prompting students to consider the potential democratic consequences for clicking the “share” button.

Dr. Broome’s research interests focus on the intersection of civic learning and social justice in schools with a focus on race, equity, and privilege. He earned his B.A. in Government from The College of William & Mary, a M.Ed. in Curriculum & Instruction (Secondary Social Studies) from George Mason University, and a Ph.D. in Education (Social Studies Education) from the Curry School of Education at the University of Virginia. Before joining UMW, Dr. Broome taught secondary social studies in public and private schools in the Commonwealth of Virginia.

John P. Broome, assistant professor and program director of preK-12, middle and secondary education in the College of Education, co-presented his paper “Discussing Ferguson in the Social Studies Classroom” to the College and University Faculty Assembly (CUFA) at the National Council for the Social Studies (NCSS) conference in New Orleans, La. During this conference, he also served as a paper session chair and an elected Delegate in the NCSS House of Delegates, the governing body of the national organization.

His survey research, co-authored with Dr. Jason Endacott from the University of Arkansas, explores how middle and high school teachers discussed the events in Ferguson, Mo. in their classrooms across the United States. Focus was placed on the active role of the agency of schools in student political socialization and attention was given to the methods of instruction, teacher decision-making and the barriers for those who chose not to or “could not” teach the topic.

This research extends to the spring 2016 America Educational Research Association (AERA) annual meeting in Washington, DC with a paper presentation entitled, “How Social Studies Teachers View the ‘Lessons’ of Ferguson.” This paper uses discourse analysis to analyze what teachers viewed as the “lessons” of the events in Ferguson.

John P. Broome, assistant professor and program director of preK-12, middle and secondary education in the College of Education, is a founding editorial board member of the Journal of Montessori Research, housed at the University of Kansas.

The journal is the official research publication of the American Montessori Society (AMS).

“The American Montessori Society (AMS) is the foremost advocate for quality Montessori education, an innovative, child-centered approach to learning. AMS sets the high professional standards that inform Montessori education as practiced in AMS-accredited schools and taught in AMS-affiliated teacher education programs” (About AMS).

Dr. Broome’s dissertation work, at the Curry School of Education at the University of Virginia, explored adolescent civic engagement practices at a Montessori middle school. His Montessori research as been published in the Journal for Social Studies Research and presented at the premiere conferences for Montessori and experiential learning, including the International Montessori Congress hosted by Association Montessori Internationale (AMI), the American Educational Research Association (AERA) and the College and University Faculty Assembly (CUFA) and International Assembly (IA) of the National Council for the Social Studies (NCSS).