Christopher C. Martell
Assistant Professor of Social Studies 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 2020)
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 Assistant Professor of Social Studies 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 forthcoming book
Teaching History for Justice (with Kaylene Stevens; Teachers College Press) and the editor
of the book Social Studies Teacher Education: Critical Issues and Current Perspectives
(Information Age Publishing). I currently teach EDC 460-660 Social Studies Methods, EDC
626 Integrating Social Studies and the Arts, EDC 460-660 Using Data to Plan Curriculum
and Instruction, and supervise student teachers.
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 use culturally sustaining pedagogy, historical inquiry, and teach for social justice.
My current research includes three studies. The first study examines the beliefs and
practices of self-identifying race-conscious and culturally relevant/sustaining secondary social
studies teachers. The second study investigates the development of elementary teachers'
beliefs and practices, with a focus on the role of race and inquiry in their social studies
classrooms. The third study explores the development of social justice-oriented secondary
social studies teachers.