Brian Casemore

Brian Casemore
Associate Professor, Curriculum & Pedagogy; English
(202) 994-2011

Brian Casemore teaches courses in curriculum theory, English education, human development, and social diversity.

Dr. Casemore is the co-director of Community-Engaged Teaching (CET), a program option in Secondary Education that prepares teachers to foster community in classrooms and schools through academic study and engagement with larger civic and social spheres.

His research focuses on autobiographical inquiry and psychoanalytic conceptions of educational experience. 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.

Dr. Casemore was the principal investigator for a Ford Foundation Research Grant, "Sex Education in the Age of Abstinence: Conversations Toward a Revitalized Curriculum." This research focused on the emotional experience of sexuality as it was represented in conversations with youth and educators about sexual health and sexuality education curricula. In his current research, Brian is exploring psychoanalytic theory as a framework for understanding education for civic engagement.

Education
Ph.D., Louisiana State University
M.Ed., Louisiana State University
B.A., Louisiana State University

Publications

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. Retrieved from: http://www.tcrecord.org/Content.asp?ContentId=16383

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.

In the News

Faculty, students and alumni represented GSEHD at the 2017 Teaching Day at GW. Dr. Tiffany Sikorski, along with GW undergraduate students Acacia Ackles and Alaina Pak, presented How to Improve In-Class Activities with Undergraduate Learning Assistants. Jennifer Donaghue, Director of the International Services Office and GSEHD doctoral student (higher education administration), and GSEHD alumna Dr. Megan Siczek (Ed.D., education policy) and Director of the GW English for Academic Purposes program, discussed Engaging International Students in the Classroom. Director of the GW Post-baccalaureate Pre-medicine Program and GSEHD alumna Dr. Lisa Schwartz (Ed.D., higher education administration) participated in the poster session with Lights, Camera, Action - Developing Pre-Health Professional Student Career Development through Film. GSEHD alumna Dr. Maranda Ward (Ed.D., curriculum and pedagogy), GSEHD student Nicole Fraise (curriculm and pedagogy), and Dr. Brian Casemore shared their poster Centering the Margins: Inclusivity as a Recursive Act. Dr. Lottie Baker, along with GW Spanish Instructor Dolores Perillan, presented the poster Spanish in Action: Transforming Student Language Learning Through Community Engagement.

Dr. Brian Casemore gave an invited talk in the Diverse Perspectives on Curriculum & Pedagogy seminar series at the University of British Columbia. His talk, hosted by the Department of Curriculum & Pedagogy, was titled The Lyric Subject of Psychoanalysis and Autobiographical Curriculum Inquiry.