Christopher C. Martell
Associate Professor of Social Studies Education
Graduate Program Director of Middle/Secondary Education

University of Massachusetts Boston 
College of Education and Human Development
Wheatley Hall Room W02-143-5
Boston, MA 02125

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Curriculum Vitae (Updated June 2024)
Ed.D., Curriculum and Teaching, Boston University, 2011 
M.Ed., Curriculum and Instruction, Boston College, 2004 
B.A., History, University of Massachusetts Amherst, 2002 

Research and Teaching
I am an Associate Professor of Social Studies Education and Graduate Program Director of
Middle/Secondary Education at the College of Education and Human Development,
University of Massachusetts Boston. My research has appeared in numerous peer-reviewed
journals and books. I am also the author of the book Teaching History for Justice: Centering
Activism in Students' Study of the Past
(with Kaylene M. Stevens; Teachers College Press)
and the editor of the book Social Studies Teacher Education: Critical Issues and Current
(Information Age Publishing). I have taught EDC 466-662 Social Studies
Methods, EDC G 676 Advanced Strategies for Teaching History, Social Studies, and Ethnic
Studies, EDC 626 Integrating Social Studies and the Arts, EDC 406-606 Sociocultural
Foundations of Education, EDC 460-660 Using Data to Plan Curriculum and Instruction,
and supervise student teachers through the Teach Next Year program.

Previously, I was a Clinical Associate Professor at Boston University, were I taught
CH 300-515 Methods of Instruction/Elementary Social Studies 1-6, SO 566 Developing
Historical Literacy 5-12, SO 930 The Nature of Social Studies Education, SO 933 Doctoral
Seminar in History Education, SO 935 Doctoral Seminar in Civic Education and Engagement,
and RS 620 Action Research and Practitioner Inquiry.

I was a high school social studies teacher for eleven years in urban and suburban contexts.
For most of my teaching career, I taught at Framingham High School, which is a racially and
economically diverse urban school outside Boston with large immigrant populations from
Brazil, Central America, and the Caribbean. As a teacher, I engaged in regular examinations
of my own classroom practices through action research. My research and professional
interests focus on teacher development across the career span, including preservice
teacher preparation, inservice professional development, and practitioner inquiry. I am
particularly interested in social studies teachers in urban and multicultural contexts, and how
they teach for social justice, use culturally relevant and sustaining pedagogy, and engage
their students in historical inquiry.

My current research includes three studies. The first study explores the development of
secondary social studies teachers and how they teach for social justice, democracy, and
use inquiry. The second study examines members of state social studies standards committees
and their agency related to change efforts focused on increasing underrepresented groups
in the curriculum and encouarging teachers to use inquiry. The third study relates to curricular
materials and how they present race and racism within data visualizations.