Brian D. Schultz, Ph.D.
Associate Professor, Honors Faculty, and Chair
Department of Educational Inquiry & Curriculum Studies

Office: LWH 4011
Phone: 773-442-5327
Fax: 773-442-5587
E-mail Address:bschultz@neiu.edu
Website Addresses:
http://www.neiu.edu/~eics /index
http://www.neiu.edu/~bschultz
http://www.neiu.edu/~eics/brian-d-schultz-phd.html

Mailing Address:
Northeastern Illinois University
Department of Educational Inquiry & Curriculum Studies
5500 N. St. Louis Avenue
Chicago, Illinois 60625

Professional Bio
Brian D. Schultz is associate professor, honors faculty, and chair of the Department of Educational Inquiry & Curriculum Studies at Northeastern Illinois University in Chicago. His research focuses on students and teachers theorizing together, developing integrated curriculum based on the students' priority concerns, and curriculum as social action and public pedagogy. He is particularly interested in encouraging pre-service and practicing teachers to create democratic and progressive educational ideals in historically marginalized neighborhoods. Prior to his role at Northeastern, Brian taught in Chicago's Cabrini Green neighborhood.

Education
Ph.D.
Curriculum & Instruction
University of Illinois at Chicago, Chicago, Illinois
M.A.T.
Elementary Education (Focus: Experiential Learning and Social Studies)
Miami University, Oxford, Ohio
A.B.
Psychology (Thematic Sequence: Educational Leadership)
Miami University, Oxford, Ohio

Courses Taught
  • EDFN 203: Laboratory in Educational Foundations
  • EDFN 205: Social Foundations of Education
  • EDFN 305: Philosophical & Historical Foundations of Public Education
  • EDFN 312: Seminar in Current Education Literature
  • EDFN 313: Problems, Issues, and Practice in Education
  • EDFN 405: Development of Educational Thought
  • EDFN 418A: Seminar in Development and Learning
  • EDFN 420: Contemporary Issues In Middle Level Education
  • HONORS ZFDN 312: Honors Seminar in Current Education Literature
  • HONORS ZHON 360: Honors Seminar in Research & Creative Processes

Areas of Professional Interest
  • Theorizing with students and the teachers' role in student-directed, integrated, emergent, and authentic learning
  • Developing democratic classrooms and curricula; Students and teachers co-creating learning based on children's priority concerns
  • Student-specific mentoring; Web-based partnerships linking elementary, high school, and university students
  • Reflective practitioner development through action research and participatory action research
  • Listening to and learning from students
  • 'Grow Your Own Teachers': Developing a no-barrier route to teacher certification by creating a sustainable teaching force of community members from historically marginalized neighborhoods
  • Leveraging technology as a tool of engagement and catalyst for change in middle and high schools
  • Intersections of justice-oriented teaching, civic education, and service learning
  • Out-of-school curriculum and public pedagogy

Select Professional Accomplishments
Books

Selected Articles
  • Madda, C. L., Skinner, E. A., & Schultz, B. D. (in press). Community insiders as justice-oriented teachers: Creating new educators through a collaborative approach to teacher preparation. The New Educator.
  • Schultz, B.D., McSurley, J., & Salguero, M. (in press). Teaching in the cracks: Student engagement through social action curriculum projects. International Journal of Critical Pedagogy.
  • Schultz, B.D., & Baricovich, P. (2010). Curriculum in the making: Theory, practice, and social action curriculum projects. Journal of Curriculum Theorizing, 26(2), 46-61.
  • Madda, C., & Schultz, B.D. (2009). Revitalizing the ideals of multicultural education through Grow Your Own Teachers. Multicultural Perspectives, 11(4).
  • Schultz, B.D. (2009). Social action curriculum projects: Power and potential of school in the public sphere. Journal of Curriculum and Pedagogy, 6(1).
  • Schultz, B.D., & Banks, P. (2009). A shorty teaching teachers: One kid's perspective about 'keeping it real' in the classroom. The Sophist's Bane: The Journal of the Society of Professors of Education, 5(1/2), 19-24.
  • Trzaska, A., & Schultz, B.D. (2009). What does it mean to teach toward freedom? Educational Studies, 45(4).
  • Schultz, B.D. (2008). Strategizing, sustaining, and supporting justice-oriented teaching. Democracy & Education, 17(3), 8-19.
  • Schultz, B.D. (2008). Leveraging eclectic arts as a rationale for multiple modes of inquiry. Curriculum & Teaching Dialogue, 10(1), 231-248.
  • Schultz, B.D., Gillette, M.D., & Hill, D. (2008). A Theoretical framework for understanding Grow Your Own Teachers. The Sophist’s Bane: The Journal of the Society of Professors of Education, 4(1/2), 69-80.
  • Schultz, B.D. & Christodoulou, N. (2008). Collective memory, curriculum studies, and a scoffing dragon. Journal of Curriculum and Pedagogy, 5(1), 11-19. 
  • Easter, T. & Schultz, B.D. (2008). There are all sorts of possibilities—and take notes. Journal of Curriculum and Pedagogy, 5(1), 70-74. (Names appear alphabetically; first authorship is shared). 
  • Schultz, B.D. (2008). Challenging Expectations: Counter-narrating an urban classroom. Thresholds in Education, 34(1/2), 13-25. 
  • Schultz, B.D. (2007). Living savage inequalities: The reconstruction of a co-created, integrated curriculum based on students’ priority concerns in an urban classroom. Democracy & Education 17 (1), 42-54.
  • Schultz, B.D. (2007). "Not Satisfied with Stupid Band-Aids:" A Portrait of a Justice-Oriented, Democratic Curriculum Serving a Disadvantaged Neighborhood. Equity & Excellence in Education, 40(2), 166-176. 
  • Schultz, B.D. (2007). Living savage inequalities: Room 405's fight for equity in schooling. Journal of Educational Controversy, 2(1).
  • Schultz, B.D. (2007). Students as activists: Stories from an urban classroom. Schools: Studies in Education, 4(1), 97-124. 
  • Schultz, B.D., & Oyler, C. (2006). We make this road as we walk together: Sharing teacher authority in a social action curriculum project. Curriculum Inquiry, 36(4), 423-451. 

Chapters
  • Lukasik, J., & Schultz, B.D. (in press). Reflecting on insider/outsider critiques of teacher education, or 'don't talk about my momma'. In E. Daniels & B. Porfilio, Dangerous counterstories. Charlotte, NC: Information Age Publishing.
  • Schultz, B.D. (in press). Of kids and Cokes: Learning from, with, and alongside children. In R. Lake & T. Kress, We saved the best for you: Letters of hope, wisdom and imagination to 21st century educators. Rotterdam, The Netherlands: Sense.
  • Nunez, I., & Konkol, P., & Schultz, B.D., (in press). Troubling the (public) rhetoric of school reform: CReATE’s new visions and familiar conflicts. In J. Burdick, J. Sandlin, & M. O’Malley, Problematizing public pedagogy. New York: Routledge.
  • Schultz, B.D. (2012). Help wanted: The Schubertian Center for Curricular Speculation. In R. Harper, WHS 3010 (pp. 57-58). San Francisco: Blurb.
  • Schultz, B.D., Baricovich, J., & McSurley, J. (2010). Beyond these tired walls: Social action curriculum project induction as public pedagogy. In J.A. Sandlin, B.D. Schultz, J. Burdick (Eds.). Handbook of public pedagogy: Education and learning beyond schooling. New York: Routledge.
  • Sandlin, J.A., Schultz, B.D., & Burdick, J. (2010). Understanding, mapping, and exploring the terrain of public pedagogy. In J.A. Sandlin, B.D. Schultz, J. Burdick (Eds.). Handbook of public pedagogy: Education and learning beyond schooling. New York: Routledge.
  • Schultz, B.D., Banks, P., Brewer, L. Davis, S. Easter, T. Pruitt, K., Thomas, R. (2009). Kids as teacher educators: Looking, listening, and learning from students. In J. Burdick., J.A. Sandlin, & T. Daspit. (Eds.). Complicated conversations and confirmed committments: Revitalizing education for democracy. Troy, NY: Educator's International Press.
  • Schultz, B.D., & Banks, P. (2009). Co-optation, ethical dilemmas, and collective memory in collaborative inquiry: A writing-story. In W. S. Gershon. The collaborative turn: Working together in qualitative research (pp. 35-54). Rotterdam, The Netherlands: Sense.
  • Schultz, B.D. (2007). Problematizing race: Complicating good liberal intentions. In S. Leafgren, B.D. Schultz, M.P. O’Malley, A. Mahdi, J. Brady, & A. Dentith. (Eds.), The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism . Troy, NY: Educators International Press.
  • O’Malley, M.P., Schultz, B.D. , & Leafgren, S. (2007). Urgencia: Articulating curriculum and pedagogy for a just society. In S. Leafgren, B.D. Schultz, M.P. O’Malley, A. Mahdi, J. Brady, & A. Dentith. (Eds.), The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educators International Press.
  • Schultz, B.D. (2007). Feelin' what they feelin': Democracy and curriculum in Cabrini Green. In M.W. Apple & J. A. Beane, (Eds.). Democratic Schools (2nd ed.). Portsmouth, NH: Heinemann.
  • Gillette, M.D., & Schultz, B.D. (2007). "Do you see what I see?" Teacher capacity as vision for education in a democracy. In M. Cochran-Smith & K. Demers (Eds.). Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed.). New York: Routledge.

Professional Associations/Affiliations
  • American Educational Research Association (AERA) - (Treasurer: Biographical & Documentary Research SIG; Officer: Division B-Curriculum Studies-Dissertation Award Committee Chair)
  • American Association for the Advancement of Curriculum Studies (AAACS)
  • American Educational Studies Association (AESA)
  • Curriculum & Pedagogy Group (C&P)
  • John Dewey Society (JDS)
  • Professors of Curriculum (PoC) - (Treasurer 2009-2011)
  • Society of Professors of Education (SPE) (Executive Board 2010-2012)
Updated September 2012.