Dr. Brian Casemore

 Dr. Brian Casemore

Dr. Brian Casemore

Associate Professor, Curriculum Studies, Humanities

School: Graduate School of Education and Human Development

Department: Curriculum and Pedagogy


Office Phone: (202) 994-2011

Brian Casemore teaches courses in curriculum theory, English education, human development, and social diversity, and he works to further humanities education through educational projects that center the arts and aesthetic experiences. Brian develops educational programming in the framework of Community-Engaged Teaching (CET), preparing teachers to foster community in classrooms and schools through academic study, autobiographical inquiry, and engagement with larger civic and social spheres.

In the field of curriculum studies, Brian’s research focuses on autobiography, place, and psychoanalysis. His book on southern place and identity, The Autobiographical Demand of Place: Curriculum Inquiry in the American South (Peter Lang, 2008), explores the role of place in self-formation and conceptualizes a southern studies curriculum rooted in southern literature and autobiographical inquiry.

Ph.D., Louisiana State University

M.Ed., Louisiana State University

B.A., Louisiana State University

Casemore, B., & Guillory, N. (2023). The practice of place (2001-2005). In P. Hendry, M. Quinn, & J. Bach (Eds.) Curriculum histories in place, in person, in practice: The Louisiana State University Curriculum Theory Project (pp. 103-114)Routledge.

Casemore, B. (Ed.) (2022). Dialogical Engagement with the mythopoetics of currere: Extending the work of Mary Aswell Doll across theory, literature, and autobiography. Routledge.

Casemore, B. (2022). Introduction: On the expressive forms and dialogical depths of mythopoetic curriculum. In B. Casemore (Ed.) Dialogical engagement with the mythopoetics of currere: Extending the work of Mary Aswell Doll across theory, literature, and autobiography (pp. 1-10)Routledge.

Casemore, B. (2022). Following the thread of life. In B. Casemore (Ed.) Dialogical engagement with the mythopoetics of currere: Extending the work of Mary Aswell Doll across theory, literature, and autobiography (pp. 11-32)Routledge.

Casemore, B. (2020). Dreaming as the pursuit of emotional truth in teaching and teacher education. Journal of Curriculum Theorizing, 35(4), 87-100.

Sandlos, K., Casemore, B., & Garrett, H. J. (2020). The dreamwork of transformation in teacher education. Journal of Curriculum Theorizing35(4), 1-2.

Casemore, B. (2019). Following the thread of life in Mary Aswell Doll’s The Mythopoetics of  CurrereJournal of the American Association for the Advancement of Curriculum Studies, 13(2). 

Casemore, B. (2018). Locating the inner world of teaching: Notes on Aparna Mishra Tarc’s Literacy of the Other. Journal of the American Association for the Advancement of Curriculum Studies, 12(2).

Casemore, B. (2013). Some odd place of ghosts and shadows: Working through the queer character of southern place in Randall Kenan's Run, Mourner, Run. In R. U. Whitlock (Ed.), Queer South Rising: Voices of a Contested Place. Charlotte, NC: Information Age Publishing.

Casemore, B. (2012). A different idea in the sex education curriculum: Thinking through the emotional experience of sexuality. In T. Quinn & E. Meiners (Eds.), Sexualities in Education: A Reader (pp. 321 – 335). New York: Peter Lang.

Casemore, B., Sandlos, K., & Gilbert, J. (2011). On taking an interpretive risk in sex education. Teachers College Record. 

Casemore, B. (2010). Free association in sex education: Understanding sexuality as the flow of thought in conversation and curriculum. Sex Education: Sexuality, Society, and Learning, 10(3), 309-324.

Casemore, B. (2009). English education curriculum. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies. Thousand Oakes, CA: Sage.

Casemore, B. (2008). The autobiographical demand of place: Curriculum inquiry in the America South. New York: Peter Lang.