Assistant Director, Scholarship Area

Contact Info

Courses Taught

EDUC 310: Teaching in a Diverse Society
EDUC 525: Cross-Cultural Education
EDUC 620: Changing Contexts of American Schools


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


Edward J. Brantmeier is the Assistant Director of the Center for Faculty Innovation and Associate Professor in the Learning, Technology, and Leadership Education Department at James Madison University. Edward is also a faculty affiliate of the Mahatma Gandhi Center for Global Nonviolence at JMU. With ten years of past experience in teacher education and educational leadership preparation, he currently enjoys working with university faculty. He teaches multicultural education courses to future educators and works with university faculty on innovative approaches to teaching, scholarship, and community engagement. Edward is passionate about transformative education in k-20 contexts that involves curriculum development, cultural competence, diversity, critical theoretical approaches, technology, sustainability and/or contemplative practices.

In 2003, Edward was honored with the 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. Edward has published research on peace education and multicultural education. He is currently a co-editor of a book series on peace education with Information Age Publishing as well as a member of the editorial board of the Journal of Peace Education. Formerly, Edward was faculty at Saint Louis University and at Colorado State University 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 performing global fusion music.

Research Interests

Scholarship of Teaching and Learning
. Edward is interested in promising approaches to curriculum development, teaching, and learning in formal and informal learning contexts, k-20. His dissertation involved 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. With several book projects in between, his recent research involved examining collaborative learning modalities (CLM) in a masters level multicultural education course to ascertain if students engaged in applied, systems thinking. Currently, he enjoys inquiry concerning the constraints and possibilities of promoting deep learning through transformative educational approaches. Two recent collaborative projects focus on understanding cultural and global competencies and integrating sustainability education into higher education courses.

Cultural Conflict and Change. 
How might schools and universities change to meet the needs of diverse learners and prepare all students for 21st century realities? Through a socio-cultural analytic lens, Ed views schools as dynamic loci for status quo reproduction, cultural conflict, and hopeful change in which power operates on multiple levels and through multiple forms. 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


Lin, J., Oxford, R., Brantmeier, E. J.,(eds.) (2013). Re-envisioning Higher Education: Embodied Paths to Wisdom and Social TransformationIn Progress.

Brantmeier, E.J., Lin, J., Miller, J. (eds). (2010). Spirituality, religion, and peace education. Greenwich, CT: Information Age Publishing.

Journal Articles

Brantmeier, E.J.& Brantmeier, N.K. (2015).  Culturally competent engagement: The S.O.S. Approach.  Peace Studies Journal. Available at: 

Brantmeier, E.J., (2013) Toward critical peace education praxis for sustainability. Forthcoming. Accepted to Journal of Peace Education.

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.

Brantmeier, E.J. (2007). Everyday understandings of peace & non-peace: Peacekeeping and peacebuilding at a U.S. Midwestern high school. Journal of Peace Education, 4 (2), 127-148. 

Refereed Book Chapters

Brantmeier, E.J. (2015). Wounded in the field of inquiry: Vulnerability in critical research.  Chapter accepted to Hinchey, P.H. A Critical Action Research Reader (forthcoming).  New York: Peter Lang. (Invited.)

Brantmeier, E. J., Richardson, J., Xharra, B. & Brantmeier, N.K. (2015). From head to hand to global community: Social media, digital diplomacy, and post conflict peacebuilding in Kosovo.  In A. Nasseem et al. (Eds.)  Social Media and Peace Education (forthcoming). Gottingen, Germany: Vandenhoeck & Ruprecht. (Invited.)

Brantmeier, E.J. & Brantmeier, N.K. (2015). Paradigmatic dialogues, inter-subjectivity, and qualitative inquiry: Considerations of Hinduism’s Advaita Vedanta.  In Ling, J. & Oxford, R.  Spiritual Research Paradigms (forthcoming).  Charlotte, NC: Information Age Publishing.  

David, D.J., Brantmeier, E.J., Findlay, H.E., Torosyan, R. (2012). Organizational strategies in fostering faculty racial inclusion. Forthcoming. Accepted to To Improve the Academy.

Brantmeier, E.J. (2011). Toward mainstreaming critical peace education in U.S. teacher education. In Malott, C.S. & Porfilio, B. Critical pedagogy in the 21st century: A new generation of scholars. Greenwich, CT: Information Age Publishing.

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