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 and Book Chapters

• Ender, T. (2024). Academic’s Disease. In B. Varga & E. Adams (Eds.), Always-Already on the Lookout: Searching for, Enacting, and Storying Theory in Social Studies Education. Teachers College Press.
• Tirado, J., Rodriguez, G., Monreal, T., & Ender, T. (2023). Civics and Latinidad: Letters to the past with hopes for the future. In K. Duncan (Ed.), Civic Engagement in Communities of Color (pp. 31-40). Teachers College Press.
• Varga, B. & Ender, T. (2023). Wu-Tang for the Children: Swarming Elsewhere for Aesthetic (Re)Imaginings of Community, Theory, & Praxis. Equity & Excellence in Education.
• Ender, T. & Varga, B. (2022). The use of music to connect the past, present, & future. The Social Studies.
• Ender, T. (2022). Developing racial literacy with white social studies teachers. In L. King (Ed.), Racial Literacy and Social Studies: Curriculum, Instruction, and Learning (pp. 149-162). Teachers College Press.
• Ender, T. (2021). Using counter-narratives to expand from the margins. Curriculum Inquiry.

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 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.
• FYS 100 – Exploring the Cultural and Historical Evolution of Hip-Hop: This FYS examines the historical development of hip-hop, from its origins in the South Bronx to its global influence, utilizing research-based methodologies to analyze its social, political, and artistic dimensions. (4 credits)
• 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 203 – U.S. History: 1920 to the Present: Students examine the Great Depression, World War II and postwar society, the Cold War, movements for race, class, and gender equality, upheavals of the 1960s, modern conservatism, and contemporary America.
• 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