Dr. Mark Helmsing joined the faculty of George Mason University in 2017 and is currently a faculty member in the School of Education's Secondary Education (SEED) M.Ed. program; Advanced Studies in Teaching and Learning (ASTL) M.Ed. program; and the Teaching and Teacher Education (TATE) Ph.D. program. Dr. Helmsing is also an affiliate faculty member with Mason’s Center for International Education (CIE), Mason's Folklore Studies Program and Mason's Department of History & Art History. Dr. Helmsing advises students across different graduate programs as well as undergraduate research through OSCAR and Mason's B.I.S. program. As part of his work in teacher education, Dr. Helmsing serves as the SEED Program's Coordinator of Clinical Experiences and as the program's partner school University Facilitator for clinical experiences at Lake Braddock Secondary School. As an educational researcher, Dr. Helmsing draws from different fields such as affect studies, performance studies, vernacular culture, and folkloristics to study how people express and experience historical attachments to the past through schools, museums, popular culture, and everyday life, or, as Hayden White calls it, "pastology." His research has included studies of how U.S. teachers and students express different feelings and attachments for the nation and national belonging; how the U.S. as a nation is figuratively troped and imagined in social studies curriculum; and the social imaginaries high school teachers and students have about America. He is also a member of a research collective with faculty at other universities in studying how death, grief, and loss appear in school curricula. Dr. Helmsing has conducted fieldwork in schools and communities throughout the United States, including the Urban Advantage Program in New York City Public Schools, as well as in cultural institutions such as the Arab-American National Museum, the American Museum of Natural History, and the museums of the Smithsonian Institution. His work has also included global experiences with students in Germany and Poland to study how people express historical attachments to the Holocaust and in Cyprus to study Greek-Cypriot and Turkish-Cypriot historical attachments across borders. Dr. Helmsing is a co-editor of the volume Keywords in the Social Studies: Concepts and Conversations and has published numerous book chapters and articles in journals such as Theory & Research in Social Education; Journal of Social Studies Research; Journal of Adult & Adolescent Literacy; Journal of Curriculum Theorizing; Race, Ethnicity, & Education; and Review of Education, Pedagogy, & Cultural Studies. He is a member of the editorial board of Taboo: A Journal of Culture and Education; Journal of Curriculum & Pedagogy; and a number of different academic book series.
- History & Social Studies Education
- Curriculum Theory & Curriculum Studies
- Imagination, Figuration, & Metaphor in Education
- Affect, Mood, & Emotion in Education
- Folklore, Heritage, & Vernacular History
- Critical Hermenenutics & Phenomenology
- Popular Culture & Critical Media Literacy
- Southern Studies & Midwestern Studies
Recent publications in the past year:
Helmsing, M. (2020). Uncertain historical knowledge for uncertain times. Knowledge Cultures, 8(2), 82-86.
Helmsing, M. & Noy, S. (2020). Teaching global health in the time of Covid-19: Key concepts for social studies. Journal of International Social Studies, 10(2), 103-112.
Helmsing, M. & van Kessel, C. (2020). Critical corpse studies: Engaging with death and corporeality in curriculum. Taboo: Journal of Culture and Education, 19(3), 140-164.
Helmsing, M. (2020). Youth, Becoming-American, and learning the Vietnam War. In S.R. Steinberg & B. Down (Eds.), The SAGE handbook of critical pedagogies (pp. 1411-1420). SAGE Publications.
Huddleston, G. & Helmsing, M. (2020). Pop culture 2.0: A political curriculum in the Age of Trump. In P.P. Trifonas (Ed.), Handbook of theory and research in cultural studies and education (pp. 543-557). Springer.
Helmsing, M. (2020). Queer theory and the social studies: Engaging with histories, communities, and identities. In C. Brant & L. Willox (Eds.), Teaching the Teachers: LGBTQ Issues in Teacher Education. Information Age Publishing.
Helmsing, M. (2019). Disability plots: Curriculum, allegory, & history. Journal of Curriculum Theorizing, 34(1), 110-116.
Helmsing, M. & Vardas-Doane, A. (2019). Teaching and learning medievalism in popular culture as history education. Teaching Social Studies, 19(1), 25-30.
- Teaching Social Studies in the Secondary School (EDCI 567)
- Special Topics in Education (EDCI 597)
- Using Digital and Popular-Culture Media with Grades 4-12 (EDCI 617)
- Advanced Methods of Teaching Social Sciences in the Secondary School (EDCI 667)
- Internship in Education (EDCI 790)
- History of Education Reform (EDPO 600)
- Foundations of Secondary Education (EDUC 422)
- Foundations of Secondary Education (EDUC 522)
- Effective Collaboration for Teaching Diverse Learners in Secondary Social Studies (EDUC 592)
- Special Topics in Education (EDUC 597)
- How Students Learn (EDUC 613)
- Ways of Knowing (EDUC 800)
- Research on Teacher Education (EDUC 851)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom (ELED 554)
- LGBTQ Issues in Education (SEED 406)
- Foundations of Secondary Education (SEED 422)
- Foundations of Secondary Education (SEED 522)
- Teaching Social Studies in the Secondary School (SEED 567)
- Advanced Methods of Teaching Social Sciences in the Secondary School (SEED 667)