Elizabeth Heilman, Ph.D.

Academic Interests 

• 1998 -Ph.D., Indiana University, Bloomington, IN, Curriculum Studies and Social Foundations

Teaching Interest

• Science and Social Studies Education Methods
• Social-Emotional Development
• Social Foundations
• Research Methodology

Journal Articles and Book Chapters

• Heilman, E. (2022). Regenerative Agriculture: The Secret to Farmer Happiness. Green Cover Soil Health Resource Guide. 8^th edition. Bladen, NB. https://greencover.com/freeguides/
• Heilman, E. (2021). Anger is all the rage: Reconceptualizing anger to foster growth and political change. Teachers College Record, 124 (4). https://www.tcrecord.org/LIBRARY/abstract.asp?contentid=24002
• Heilman, E. (2020). Emotional Ecology: Introduction to the Traumas of Unmet Core Needs. https://emotionalecology.substack.com/p/emotional-ecology-introduction-to?s=w
• Heilman, E. (2018). The social dimensions of classroom teaching. How do we teach? Why do we teach? (81-90). In Kincheloe, J. L., Steinberg, S. (Eds.). Classroom teaching: An introduction. N.Y.: Peter Lang.     
• Heilman, E. (2017). Understanding the magic of J.K. Rowlings and the Harry Potter phenomenon: An analysis of culture, texts, and their intersects. In Murphy, B. & Matterson, P. (Eds). 21st Century Popular Fiction Writers. 
• Heilman, E. (2015). From sexist to (sort of) feminist: Gender representation in Harry Potter. In Heilman, E. (Ed.), Critical perspectives on Harry Potter revised expanded second edition (pp. 139-162). New York: Routledge.
• Heilman, E. (2015). Fostering insight through multiple critical perspectives. In Heilman, E. (Ed.). Critical perspectives on Harry Potter revised expanded second edition (pp. 1-9). New York: Routledge.
• Heilman, E.  (2014). Trigger warnings: Teach difficult topics with support. Lansing State Journal, 07/25/14.
• Heilman, E.  (2014). Anger in the classroom: Threat response or moral judgment? New Educator, 34: 3.
• Dillon, D. R., O'Brien, D. G., & Heilman, E.  (2013). Literacy research in the current millennium: From paradigms to pragmatism and practicality. In D. Alvermann & K. Unrau (Eds.), Theoretical models and processes of reading, 6^th edition. (pp. 1104-1102). Newark, DE:  International Reading Association.
• Heilman, E. (2011). A new paradigm for civic literacy: The personal-political approach. In J. Devitas (Ed.), Critical civic literacy: A reader. New York: Peter Lang.
• Gaudelli, W. & Heilman, E. (2011) Reconceptualizing geography as democratic global citizenship education. Teachers College Record, 111(11).
• Heilman, E. (2010). Global education. In Craig Kridel, C. and Schubert, W. Encyclopedia of curriculum studies (pp. 407-412). New York: Sage.
• Heilman, E. (2010). Introduction to purposes, beliefs, and contexts for social education. In Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.).  Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 11-14). New York: Routlege.
• Heilman, E. (2010). Planning instruction with learning disabilities in mind. In Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.).  Social Studies and Diversity Teacher Education: What we do and why we do it. (pp.377-387). New York: Routlege.
• Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). (2010). Understanding and teaching core democratic concepts. Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 53-56). New York: Routlege.
• Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). (2010). Seeing the hidden curricula of social spaces and places.  Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 159-163). New York: Routlege.
• Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). (2010). Teaching global education in a seemingly regional and national curriculum. Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 207-210). New York: Routlege.
• Heilman, E. & Shaker, P. (2009). Political advocacy vs. professional authority: The critical voices of educators. The School Administrator, 65(6), 27-29.
• Heilman, E.  (2008 March/April). Including voices of the world through global citizenship education. Social Studies and the Young Learner. Special Issue: Voices from Around the World, 20(4), pp. 30–32.
• Heilman, E. (2008). (Dis)locating the imaginative, and ethical aims of global education In Roth, K. & Gur Zev, I. (Eds). Education in the era of globalization (pp. 183-104). New York: Springer.
• Heilman, E. (2008). Little hegemonies and transgressions of family: Tales of pride and prejudice. In Turner-Vorbeck, (Ed.), Other kinds of families: Diversity in school and culture (pp. 7-27). New York: Teachers College Press.
• Heilman, E. (2006). The ethical claims of global education. International Network Of Philosophers of Education Conference Proceedings. University of Malta, Msida
• Shaker, P. S., & Heilman, E. (2008). Scapegoating public schools. School Administrator, 65(6), 27-29.
• Heilman, E. & Segall, A. (2006). Social studies research in the context of intellectual thought. In Heilman, E. & Segall, S. (Eds), Social studies: The next generation re-searching in the postmodern (pp. 13-23). New York: Peter Lang.
• Heilman, E. & Segall, A. (Eds.), . (2006). Critical, liberal and poststructural possibilities for global education. Social studies: The next generation re-searching in the postmodern (pp. 189-208). New York: Peter? Lang.
• Heilman, E. (2006). The problem with the problem of authority: Critical, postmodern deconstruction as democratic practice. In Heilman, E. & Segall, A. (Eds.), Social studies: The next generation re-searching in the postmodern (pp. 251-253). New York: Peter Lang.
• Dillon, D.R., O'Brien, D.G., & Heilman, E.E. (2005). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In P. Shannon, & J. Edmondson (Eds.), Reading education policy (pp. 170-200). Newark, DE: International Reading Association. [Reprinted from Reading Research Quarterly]
• Heilman, E. & Shaker, S. (2005). Political advocacy vs. academic authority: Defining educational inquiry and defending public education. In Kasum, K. (Ed). Papers from the 5^th Curriculum & Pedagogy Conference, Oxford, OH October, 2004. Troy, NY: Educator's International Press.
• Heilman, E. & Waltzer, K.  (2005). Going right is going wrong: Education for critical democratic patriotism. Social Education 96 (4), 156–62.
• Dillon, D. R., O'Brien, D. G., & Heilman, E. (2004). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In R. Ruddell & K. Unrau (Eds.), Theoretical models and processes of reading, 5th edition (pp. 1530-1556). Newark, DE: International Reading Association [Reprinted from Reading Research Quarterly]
• Heilman, E. (2005). Escaping the bind between utopia and dystopia. In Gur Ze’v, I. (Ed). Critical pedagogy and critical theory today (pp. 114-142). New York: Kluwer Academic Publishers.
• Heilman, E. (2005). The “social” dimensions of classroom teaching. In J. Kincheloe, (Ed.). Questions about classroom teaching (pp. 133-146). New York: Peter Lang.                             
• Dillon, D., O’Brien, D. & Heilman, E. (2004). Literacy research in the next millennium: From paradigms to pragmatism. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (5th ed). Newark, DE: International Reading Association. [reprinted RRQ article]
• Heilman, E. (2004). Federal policy on ‘student achievement,' 'quality teaching,' and 'scientific educational research': Necessary precautions. In L. Coia, Brooks, N., Birch, M., Heilman, E., Mayer, S., Mountain, A., Pritchard, P., (Eds). Democratic responses in an era of standardization. Troy, NY: Educator's International Press.
• Shaker, P. & Heilman, E. (2004). The new common sense of education: advocacy research vs. academic authority. Teachers College Record, 6(7), 1444-1470.
• Heilman, E. (2004). On the potential of liberalism and multiculturalism after 9/11:  A response to Haithe Anderson. Teachers College Record, 3(20).
• Heilman, E. (2004) Hoosiers, hicks, and hayseeds: The controversial place of marginalized ethnic whites in multicultural education. Equity and Excellence in Education, 37(1), 67-79.
• Heilman, E. (2003). Education policy: United States. In J. Herrick & P. Stuart (Eds.) The encyclopedia of social welfare history in North American (pp. 106-110). New York: Sage Publications. 
• Heilman, E. (2003) Critical theory as a personal project: From early idealism to academic realism. Educational Theory, 53(2), 247-274.
• Heilman, E. (2003). How does the world work? Economic globalization in popular middle school textbooks. In L. Allen, Breault, D., Cartner, D., Setser, B., Hayes, M., Gaztambide-Fernandez, R.,  Krasney, K. (Eds). Curriculum and pedagogy for peace and sustainability. Papers from the 3^rd curriculum & pedagogy conference. Decatur, Georgia October 2002. Troy, NY: Educator's International Press.
• Heilman, E. & Gregory, A. (2002). Images of the other: Privileged insiders and outcast outsiders. In E. Heilman, (Ed.). Harry Potter’s world: Multidisciplinary critical perspectives (pp.221-240). New York: Routledge.
• Heilman, E. (2002). Introduction: Harry Potter across theoretical and disciplinary boundaries. In E. Heilman, (Ed.). Harry Potter’s world: Multidisciplinary critical perspectives (pp. 4-16). New York: Routledge.
• Heilman, E. (2002). Blue wizards and pink witches: Representations of gender identity and power. In E. Heilman (Ed.). Harry Potter’s world: Multidisciplinary critical perspectives (pp. 221-239). New York: Routledge.
• Shaker, P. & Heilman, E. (2002). Advocacy versus authority - silencing the education professoriate. American Association of Colleges for Teacher Education Policy Perspectives, 19(1), 1-5.
• Laitsch, D., Heilman, E. & Shaker, P. (2002). Teacher education, pro-market policy and advocacy research. Teaching Education, 13(3), 251-272.
• Heilman, E.  (2001). Teacher's perspectives on real-world challenges for social studies education. Theory and Research in Social Education, 29(1), 696-733.
• Dillon, D., O'Brien, D. & Heilman, E. (2000). Literacy research in the next millennium: From paradigms to pragmatism. Reading Research Quarterly, 35(1), 10-26.
• Heilman, E. (1998). The struggle for self: power and identity in adolescence. Youth and Society, 30(2), 182-200.
• Heilman, E. & Goodman, J. (1996). Teaching identity in high school. The High School Journal 79 (3), 249-261

Books    

• Heilman, E. (Ed.). (2015). Critical perspectives on Harry Potter. New York: Routledge.
• E. Heilman, E. R. Fruja, & M. Missias  (2011). Social studies and diversity education: What we do and why we do it. New York: Routledge.
• Shaker, P., & Heilman, E. (2009) Reclaiming education for democracy: Thinking beyond No Child Left Behind. New York: Routledge.
• Segall, A., Heilman, E. & Cherryholmes (Eds.) (2006). Social studies: The next generation Re-searching in the postmodern. N.Y.: Peter Lang.
• Heilman, E. (Ed.). (2002). Harry Potter’s world: Multidisciplinary critical perspectives. New York: Routledge.
• L. Coia, Brooks, N., Birch, M., Heilman, E., Mayer, S., Mountain, A., Pritchard, P., (Eds). (2004). Democratic responses in an era of standardization. NY: Educator's International Press.

Awards and Honors

• 2006 to current - Fellow, Education Policy Studies Laboratory Arizona State University & University of Colorado
• 2018 - Arthur Ashe Courage and Humanitarian Award, ESPN
• 2012 - Michigan State University Outstanding Service-Learning and Civic Engagement Award
• 2009 - AERA American Educational Research Association Exemplary Research Award, Division K, for the book, Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind