Assistant Director, Scholarship Area

brantmej@jmu.edu

Contact Info

Courses Taught

EDUC 525: Cross-Cultural Education
EDUC 620: Changing Contexts of American Schools
HONORS 300: Inclusive Leadership for Sustainable Peace

Education

B.A.- University of Wisconsin-Stevens Point
M.S. - Indiana University-Bloomington
Ph. D. - Indiana University-Bloomington

Biography

Edward J. Brantmeier is the Assistant Director of Scholarship Programs for the Center for Faculty Innovation and Associate Professor in the Learning, Technology, and Leadership Education Department at James Madison University. He has worked in teacher education and/or educational leadership preparation for more than fifteen years and he has worked with university faculty as an educational developer for the past seven years. Ed has taught multicultural education, cross-cultural education, foundations of education, and peace education courses at the undergraduate and graduate level. Edward is passionate about transformative education in k-20 contexts that involves: education for sustainability; contemplative practices; inclusion and diversity; peace and justice; course re/design; cultural competence; and critical theoretical approaches.   

In 2003, Edward was honored with an Outstanding Associate Instructor Award at the School of Education at Indiana University. In 2009, he was a Fulbright-Nehru lecturing scholar in peace studies at the Malaviya Centre for Peace Research at Banaras Hindu University in Varanasi, India. In 2015, Ed was named James Madison University Best Professor in the “Best of the Burg” competition hosted annually by the student newspaper, The Breeze.    Ed has published research on peace education, multicultural education, and sustainability education. He was a founding co-editor of a book series on peace education with Information Age Publishing.   He is an editorial board of the international Journal of Peace Education and of Infactis Pax. Formerly, Edward was faculty at Saint Louis University (2005-2007) and at Colorado State University (2007-2011) where he was actively engaged in university wide diversity committees and programs as well as peace and reconciliation studies initiatives. Outside of work, Edward enjoys precious time with his family, gardening, hiking, and playing global fusion music.

Research Interests

Learning and Teaching Inquiry: Ed is interested in promising approaches to learning and teaching in formal and informal learning K-20 contexts.  His 2005 dissertation was a critical ethnographic action research project that positioned him alongside seven teachers who developed intercultural peace curricula to decrease the prejudice and discrimination experienced by newcomer students at a U.S. Midwestern high school. Since then, he has completed several co-edited/co-authored book projects: Re-envisioning higher education: Embodied paths to wisdom and social transformation (2013); Spirituality, religion, and peace education (2010); 147 tips for teaching peace and reconciliation (2009); and Transforming education for peace (2008).  In addition to books, he has co-edited a special volume of the Journal of Peace Education on critical peace education (2011).  Currently, he is co-writing a book on culturally competent engagement and co-editing a book on the pedagogy of vulnerability.  With an undergraduate research assistant he is conducting a research project on the learning impact of his dream course, Inclusive Leadership for Sustainable Peace. 

 

Cultural Conflict and Change. How might schools and universities become brave, inclusive spaces where we meet the needs of culturally and linguistically diverse learners and prepare all students for 21st century realities? Through a socio-cultural analytic lens, Ed views schools as dynamic loci in which power operates-- on multiple levels and through multiple forms--for social, cultural, economic reproduction, cultural conflict, and potential change.  When braiding a theoretical and practical tapestry in his scholarship, he draws from peace education, multicultural education, sociology of education, anthropology of education, and history. He is particularly interested in examining power, oppression, and privilege through a critical social theoretical lens. In collaboration with other colleagues, his scholarship surrounding critical peace education has proved to be helpful in a few international contexts: New Zealand, Cyprus, India, the Israeli-Palestinian context, and in the United States.

Select Publications

Books

Brantmeier, E.J. and Brantmeier, N.K. (2018-9).  Culturally competent engagement.  Charlotte, NC: Information Age Publishing.  (In progress)

Brantmeier, E.J. and McKenna, M. (eds.) (2018-9). Pedagogy of vulnerability.  Charlotte, NC: Information Age Publishing. (In progress). 

Lin, J., Oxford, R., Brantmeier, E. J.,(eds.) (2013). Re-envisioning Higher Education: Embodied Paths to Wisdom and Social Transformation. Charlotte, NC: Information Age Publishing.

 

Journal Articles

Brantmeier, E.J., Molloy, C., Byrne, J. (2017). Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, and Scholarly Productivity. To Improve the Academy. 36 (2) 137-155. 

Hurney, C., Nash, C., Brodrick-Hartman, C.J., Brantmeier, E.J.  (2016). Incorporating sustainability content and pedagogy via Faculty Development. International Journal of Sustainability in Higher Education.  17 (5). 582-600. 

Brantmeier, E.J. (2013). Toward critical peace education for sustainability.  Journal of Peace Education, 10 (3), 242-258

Hardee, C. Thompson, C., Hardee, S., Jennings, L.B., Aragon, A., Brantmeier, E.J. (2012). Teaching in the borderland: Critical practices in foundational courses. Teaching Education Journal 5(1), 215-234.

Davis, D.J., Brantmeier, E.J., Findlay, H.E., & Torosyan, R. (2012). Organizational strategies in fostering faculty racial inclusion.  To Improve the Academy, 31, 277-291.

Refereed Book Chapters

Brantmeier, E.J. (2015). Wounded in the field of inquiry: Vulnerability in critical research.  In Hinchey, P.H. A Critical Action Research Reader.  New York: Peter Lang. 284-290.

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