Dr. Mark Helmsing joined the faculty of George Mason University in 2017 and is currently a faculty member in the School of Education's Teaching and Teacher Education (TATE) Ph.D. program; Advanced Studies in Teaching and Learning (ASTL) M.Ed. program; and Secondary Education (SEED) M.Ed. program, for which he coordinates the program's clinical experiences across sixteen partner schools. 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. In 2020 he joined the newly created Reconciling Conflicts and Intergroup Divisions Lab within Mason's Jimmy and Rosalyn Carter School for Peace and Conflict Resolution.
As an educational researcher, Dr. Helmsing uses ideas and methods from folkloristics and public pedagogy to better understand:
(1) how people learn to develop affective and emotional attachments to the past
(2) how to support cultural sustainability through history and heritage in learning about the world
(3) how to approach the art and poetics of teaching as an expressive performance
Through his research, 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. In 2019 he worked with colleagues to establish the Death Collective, a research group of faculty across universities who study how we learn from death, grief, and the ghosts of our past. A co-editor of the book Keywords in the Social Studies: Concepts and Conversations, Dr. Helmsing 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 and serves on the editorial boards of Taboo: A Journal of Culture and Education and the Journal of Curriculum & Pedagogy. Dr. Helmsing is a co-editor with the Editorial Team of The Teacher Educators' Journal and is co-editing a special issue on learning from ghosts through death, loss, and remembrance in The Journal of Folklore and Education for publication in 2022.
- 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:
Christ, R.C., Helmsing, M., van Kessel, C., & Varga, B. (In Press). Teaching grim matters: Situating COVID-19 within the context of death and grief. In W. Journell (Ed.), Social Studies in the Wake of Covid-19 (Expected December 21, 2021).
Varga, B., van Kessel, C., Helmsing, M. (2021). Engaging with the death & memorialization of socially significant public figures in social studies education. Oregon Journal of the Social Studies, 9(1), 73-83.
Varga, B., van Kessel, C., Helmsing, M., & Christ, R.C. (2021). Hello from the other side: Breathing life into death and grief with/in the context of social studies education. Iowa Journal for the Social Studies, 29(2), 8-29.
Helmsing, M., & Porter, A. (2021). Teaching the history of the AIDS Crisis: 40 years of HIV/AIDS in American life. Teaching Social Studies, 21(1), 11-17.
Zenkov, K., Helmsing, M., Parker, A.K., Glasser, H., & Bean, M. (2021). Portrait of a teacher educator as a weary pedagogue: Narrating our way to a post-pandemic vision of education preparation. The Teacher Educators’ Journal, 14(Spring), 106-125.
Helmsing, M. (2020). Dreams of the past: The work of dreaming and historical (un)consciousness in history teacher education. Journal of Curriculum Theorizing, 35(4), 74-86.
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)
- 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)
- Special Topics in Education (EDUC 896)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- LGBTQ Issues in Education (SEED 406)
- Teaching Social Studies in the Secondary School (SEED 567)
- Advanced Methods of Teaching Social Sciences in the Secondary School (SEED 667)
- Internship: Secondary Education Social Studies (SEED 795)