PhD, Michigan State University
Secondary Education 6-12
Phone: (703) 993-2384
Fax: (703) 993-2013
George Mason University
Thompson Hall 1801
4400 University Dr.
Fairfax, VA 22030
Teaching: Dr. Helmsing joined the faculty of George Mason University in 2017 as an Assistant Professor of History and Social Studies Education. Prior to teaching at Mason, he taught courses in curriculum studies and social studies education at the University of Wyoming and Michigan State University, where he was a student in MSU’s Curriculum, Teaching, and Education Policy Ph.D. program. Helmsing has been a high school and middle school teacher in Indiana, Arizona, and overseas in Scotland, and recently spent time teaching in an urban middle school in the spring of 2017. He has supervised and instructed student teaching interns in middle and high school classrooms in rural, suburban, and urban schools. As a teacher educator and teacher researcher committed to engaged teaching and public pedagogy, Dr. Helmsing has collaborated with educators and community members in diverse sites, ranging from the American Museum of Natural History in New York City to the Wind River Indian Reservation in Wyoming. His teaching and outreach aim to help educators consider the imaginative possibilities of history and social studies education in schools, museums, and everyday life by drawing upon ideas and methods ranging from folklore and oral history to cultural heritage and media archaeology.
Research: Dr. Helmsing’s research revolves around two dimensions of history and social sudies education. The first dimension considers the affective and emotional work of history that shapes how we feel about the past and how the past makes us feel, or, as Eelco Runia puts it, how we are "moved by the past." As such, Dr. Helmsing’s work aims to help educators consider the many affective attachments and expressive modes used in teaching historical narratives of the United States, from the Wild West to the Old South, from Manifest Destiny to the U.S. Civil War. To this end, he is currently studying the emotions, attachments, and modes teachers and students express for the past in classroms, museums, and in popular culture. The second dimension of his research examines how we learn, perceive, and understand time in all its various forms and complexities, from how we learn to think about time periods to how we perceive different temporalities, such as beginnings and endings and alternate histories (e.g. steampunk, retrofuturism). Dr. Helmsing represents the College and University Faculty Assembly of the National Council for the Social Studies in its House of Delegates and serves as a member of the editorial boards for The Journal of Curriculum & Pedagogy; The International Journal of Critical Youth Studies; Taboo: The Journal of Culture and Education; and three academic book series. He is a co-editor of Keywords in Social Studies: Concepts and Conversations (Peter Lang) and has published numerous articles and chapters related to history, museums, and popular culture.
- History & Social Studies Education
- Theory & Philosophy of History
- Affect & Emotion in History Education
- Public Pedagogy & Public History
- Museum Studies & Heritage Studies
Chapters in Books:
Helmsing. M. (accepted). History sucks: Saturations of sadness in history education. In B. Dernikos, N. Lesko, S.D. McCall, & A. Niccolini (Eds.), High passions: An affect and education reader. Durham, NC: Duke University Press.
Helmsing, M. (in press). Making America great (again and again): Certainty, centrality, and paranoaic pedagogies of social studies education in the United States. In J.A. Sandlin & J. Wallin (Eds.), Paranoid pedagogies. New York, NY: Palgrave Macmillan.
Helmsing, M. (in press). A small town with long roads: Wyoming as a postwest curriculum. In W.M. Reynolds (Ed.), Forgotten places: Critical studies in rural education. New York, NY: Peter Lang.
Helmsing, M. (2016). Life at large: Materializing social studies education for re-enchantment. In N. Snaza, D. Sonu, S. Truman, & Z. Zaliwska (Eds.), Pedagogical matters: New materialisms and curriculum studies (pp. 137-151). New York, NY: Peter Lang.
Helmsing, M. (2016). "This is no ordinary apple": Learning to fail specatcularly in the affective pedagogy of Disney's diva villains. In J.A. Sandlin, & J.C. Garlen (Eds.), Disney, culture, curriculum (pp. 59-72). New York, NY: Routledge.
Helmsing, M. (2014). Feeling responsible: Vulnerable encounters in social studies education. In H. Smits & R. Naqvi (Eds.), Framing peace: Thinking about and enacting curriculum as radical hope (pp. 43-48). New York, NY: Peter Lang.
Helmsing, M. (2014). Grotesque stories, desolate voices: Encountering histories and geographies of violence in Southern Gothic's haunted mansions. In W.M. Reynolds (Ed.), Critical studies of Southern place: A reader (pp. 316-323). New York, NY: Peter Lang.
Articles in Journals:
Helmsing, M. (2016). Becoming-American: Experiencing the nation through LGBT fabulation in a ninth grade U.S. history class. The Journal of Social Studies Research, 40(3), 173-186.
Janak, E. & Helmsing, M. (2016). Problematizing philanthropy: How a historical study of the General Education Board in the U.S. West puts the "social" in race and region as social constructs. Race, Ethnicity, & Education, 20(2), 277-288.
Houseal, A., Gillis, V., Helmsing, M., & Hutchison, L. (2015). Disciplinary literacy through the lens of Next Generation Science Standards. Journal of Adolescent & Adult Literacy, 59(4), 377-384.
Helmsing, M. (2014). Vitruous subjects: A critical analysis of the affective substance of social studies education. Theory & Research in Social Education, 42(1), 127-140.
Helmsing, M. (2014). An/Other American life: Minor pedagogies of heritage in the Arab American National Museum. Review of Education, Pedagogy, & Cultural Studies, 36(1), 71-88.
Dr. Helmsing is seeking George Mason students, faculty, community members, and educators in nearby schools to lend their expertise and join in collaborating on the following projects:
(1) a study of how we teach and learn about the 1980s/1990s in schools, museums, and popular culture (Reagan Revolution, HIV/AIDS, rise of conservatism, fall of communism, and related historical events)
(2) a study of how we teach and learn about the U.S. South(s) as a distinct region(s) in schools, museums, and popular culture (including cultural heritage, art, music, history, literature, and film)
(3) a study of how we teach and learn about the U.S. Civil War in schools, museums, and popular culture (including visits to historical sites, battlefields, monuments, and memorials)
If you teach a history/social studies course at the secondary and/or college level that addresses these topics, please contact Dr. Helmsing to discuss a possible research project collaboration.