Dr. Tommy Ender

Education

Ph.D. (Cultural Studies & Literacies) – The University of North Carolina at Chapel Hill
M.Ed. (Secondary Education) – University of New Hampshire
B.A. (History & Political Science) – Drew University

Selected Publications

Refereed Journal Articles

Ender, T. & Varga, B. (2022). The use of music to connect the past, present, & future. The Social Studies. https://doi.org/10.1080/00377996.2022.2034731

Ender, T. (2021). Using counter-narratives to expand from the margins.  Curriculum Inquiry. https://doi.org/10.1080/03626784.2021.1947733

Ender, T. (2021). Incorporating the critical music framework: An autoethnographic reflection.  International Journal of Multicultural Education, 23(1), 146-161. https://www.ijme-journal.org/ijme/index.php/ijme/article/view/2447/1467

McCoy, M., Sabzalian, L., & Ender, T. (2021).  Alternative strategies for family history projects: Rethinking practice in light of Indigenous perspectives.  The History Teacher.
http://www.societyforhistoryeducation.org/pdfs/M21_McCoy_Sabzalian_and_Ender.pdf

Refereed Book Chapters

Ender, T. (in press). Developing racial literacy with white social studies teachers. In L. King (Ed.), Racial Literacy in Social Studies. Teachers College Press.

Aponte-Safe, G., Díaz Beltrán, A.C., Busey, C., Christ, R., & Ender T. (accepted). Insurgente: A conversation con familia.  In S.B. Shear, N. Hakimali Merchant, & W. Au (Eds.), Insurgent Social Studies: Scholar-Educators Disrupting Erasure & Marginality. Myers Education Press.  

Carrillo J.F. & Ender T. (2020). Vulnerable praxis: Memory, latino manhood, and social justice. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education. Springer. https://doi.org/10.1007/978-3-319-74078-2_60-1

Courses

EDP 610 – Contemporary Issues in Educational Inquiry
Examination of issues and problems related to philosophical and historical aspects of educational thought and the role of society. Empirical analysis of classroom settings is emphasized. (Seminar) Pre: current enrollment in the PhD in Education program. (3 crs.)

FNED 461/561 – Latinos in the United States
Students examine recent scholarship on Latinos in the United States and undertake graduate-level research projects, with focus on Latino educational issues. 4/3 credits.

FNED 502 – Social Issues in Education
The social and cultural foundations of education are explored. Topics include historical, political, global, and legal perspectives on contemporary schooling.

HIST 107 – Multiple Voices – The U.S. in the World
Students examine the historian's craft by studying pivotal events highlighting the historical relationship between the United States and the World.

HIST 243 – Latino Peoples & U.S. History
This course will serve students in two distinct yet interrelated ways: Examine Latin American migration and settlement in the United States, Latino civil rights movements, and the contemporary transitional natures of the Latino/a/x/e experience. Provide an in-depth understanding into the contributions Latino peoples have done within US History.

SED 314 – Responsive Teaching/Learning Social Studies I
Teacher candidates examine secondary social studies teaching and learning in public schools and create and deliver age-appropriate culturally responsive social studies lessons. Three weeks or equivalent practicum field experience.

SED 414 – Responsive Teaching/Learning Social Studies II
Emphasis in SED 414 is on inquiry and project-based learning, assessment, critical thinking skills, and culturally responsive curricula and pedagogy in secondary classrooms.

Research Interests

Autoethnography
Counter-Narratives
Curriculum Studies
Latino Studies
Qualitative Research Methodology
Social Studies Education
Teaching with Music
Urban Education