Paradoxes & Praxis: The 21st Century Imperative for Educational Foundations

Brian Schultz

Brian Schultz is a professor of curriculum studies and educational inquiry at Miami University, Ohio. He began his work in curriculum studies after receiving his undergraduate and master’s degree at Miami University before continuing on to receive his Ph.D. at University of Illinois in Chicago. While Schulz works as the department chair of the College of Education, Health, and Society his main focus of research are contemporary issues in education, curriculum as social action, and racial inequalities in education—all inspired by the time spent in previous career of a 5th grade school teacher in a Chicago urban school. He works closely with in-service teachers to help develop curriculum based on student interests, concerns, and social justice using pedagogy.

During his time working with curriculum at while at University of Illinois Miami University, Schultz was awarded with the Bernard J. Brommel Distinguished Research Professor award, the NEIU Faculty Excellence Award in Teaching, and the 2018 Society of Professors of Education Outstanding Book Award for his book Teaching in the Cracks: Openings and Opportunities for Student-Centered, Action-Focused Curriculum.

Some of Schultz’s publications include:

Sandlin, J. A., Schultz, B. D., & Burdick, J. (Eds.). (2010). Handbook of public pedagogy: Education and learning beyond schooling. Routledge.

Schultz, B. D., McSurley, J., & Salguero, M. (2013). Teaching in the cracks: Student engagement through social action curriculum projects. The International Journal of Critical Pedagogy, 4(2).

He, M. F., Schultz, B. D., & Schubert, W. H. (Eds.). (2015). The SAGE guide to curriculum in education. Sage Publications.

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.

Schubert, W. H., & Schultz, B. D. (2015). Students as curriculum. The Sage guide to curriculum in education, 233-240.