Overview
Dr.Elizabeth Heilman is a Professor in the School of Education. She joined WSU in 2020.
Dr. Heilman researches the formation of the most socially powerful belief systems that influence both life directions and policy and the psychological, cultural, and political factors that shape them. Her current work focuses on what is most needed to foster sustainable human flourishing, and this includes environmental ecology, emotional ecology, regenerative agriculture, and food systems. Understanding the beliefs and choices of farmers, teachers, and citizens is crucial to an effective response to climate change. She has also written on global education, gender, race, disability, and neoliberalism.
Information
Academic Interests and Expertise
Academic Interests
- 1998 -Ph.D., Indiana University, Bloomington, IN, Curriculum Studies and Social Foundations
Areas of Teaching Interest
Teaching Interest
- Science and Social Studies Education Methods
- Social-Emotional Development
- Social Foundations
- Research Methodology
Publications
Journal Articles and Book Chapters
- Heilman, E. (2022). Regenerative Agriculture: The Secret to Farmer Happiness. Green Cover Soil Health Resource Guide. 8th edition. Bladen, NB.
- Heilman, E. (2021). Anger is all the rage: Reconceptualizing anger to foster growth and political change. Teachers College Record, 124 (4).
- Heilman, E. (2020). Emotional Ecology: Introduction to the Traumas of Unmet Core Needs.
- Heilman, E. (2018). The social dimensions of classroom teaching. How do we teach? Why do we teach? (81-90). In Kincheloe, J. L., Steinberg, S. (Eds.). Classroom teaching: An introduction. N.Y.: Peter Lang.
- Heilman, E. (2017). Understanding the magic of J.K. Rowlings and the Harry Potter phenomenon: An analysis of culture, texts, and their intersects. In Murphy, B. & Matterson, P. (Eds). 21st Century Popular Fiction Writers.
- Heilman, E. (2015). From sexist to (sort of) feminist: Gender representation in Harry Potter. In Heilman, E. (Ed.), Critical perspectives on Harry Potter revised expanded second edition (pp. 139-162). New York: Routledge.
- Heilman, E. (2015). Fostering insight through multiple critical perspectives. In Heilman, E. (Ed.). Critical perspectives on Harry Potter revised expanded second edition (pp. 1-9). New York: Routledge.
- Heilman, E. (2014). Trigger warnings: Teach difficult topics with support. Lansing State Journal, 07/25/14.
- Heilman, E. (2014). Anger in the classroom: Threat response or moral judgment? New Educator, 34: 3.
- Dillon, D. R., O'Brien, D. G., & Heilman, E. (2013). Literacy research in the current millennium: From paradigms to pragmatism and practicality. In D. Alvermann & K. Unrau (Eds.), Theoretical models and processes of reading, 6th edition. (pp. 1104-1102). Newark, DE: International Reading Association.
- Heilman, E. (2011). A new paradigm for civic literacy: The personal-political approach. In J. Devitas (Ed.), Critical civic literacy: A reader. New York: Peter Lang.
- Gaudelli, W. & Heilman, E. (2011) Reconceptualizing geography as democratic global citizenship education. Teachers College Record, 111(11).
- Heilman, E. (2010). Global education. In Craig Kridel, C. and Schubert, W. Encyclopedia of curriculum studies (pp. 407-412). New York: Sage.
- Heilman, E. (2010). Introduction to purposes, beliefs, and contexts for social education. In Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 11-14). New York: Routlege.
- Heilman, E. (2010). Planning instruction with learning disabilities in mind. In Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). Social Studies and Diversity Teacher Education: What we do and why we do it. (pp.377-387). New York: Routlege.
- Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). (2010). Understanding and teaching core democratic concepts. Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 53-56). New York: Routlege.
- Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). (2010). Seeing the hidden curricula of social spaces and places. Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 159-163). New York: Routlege.
- Heilman, E., Fruja Amthor, R. & Missias, M. (Eds.). (2010). Teaching global education in a seemingly regional and national curriculum. Social Studies and Diversity Teacher Education: What we do and why we do it. (pp. 207-210). New York: Routlege.
- Heilman, E. & Shaker, P. (2009). Political advocacy vs. professional authority: The critical voices of educators. The School Administrator, 65(6), 27-29.
- Heilman, E. (2008 March/April). Including voices of the world through global citizenship education. Social Studies and the Young Learner. Special Issue: Voices from Around the World, 20(4), pp. 30鈥�32.
- Heilman, E. (2008). (Dis)locating the imaginative, and ethical aims of global education In Roth, K. & Gur Zev, I. (Eds). Education in the era of globalization (pp. 183-104). New York: Springer.
- Heilman, E. (2008). Little hegemonies and transgressions of family: Tales of pride and prejudice. In Turner-Vorbeck, (Ed.), Other kinds of families: Diversity in school and culture (pp. 7-27). New York: Teachers College Press.
- Heilman, E. (2006). The ethical claims of global education. International Network Of Philosophers of Education Conference Proceedings. University of Malta, Msida
- Shaker, P. S., & Heilman, E. (2008). Scapegoating public schools. School Administrator, 65(6), 27-29.
- Heilman, E. & Segall, A. (2006). Social studies research in the context of intellectual thought. In Heilman, E. & Segall, S. (Eds), Social studies: The next generation re-searching in the postmodern (pp. 13-23). New York: Peter Lang.
- Heilman, E. & Segall, A. (Eds.), . (2006). Critical, liberal and poststructural possibilities for global education. Social studies: The next generation re-searching in the postmodern (pp. 189-208). New York: Peter? Lang.
- Heilman, E. (2006). The problem with the problem of authority: Critical, postmodern deconstruction as democratic practice. In Heilman, E. & Segall, A. (Eds.), Social studies: The next generation re-searching in the postmodern (pp. 251-253). New York: Peter Lang.
- Dillon, D.R., O'Brien, D.G., & Heilman, E.E. (2005). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In P. Shannon, & J. Edmondson (Eds.), Reading education policy (pp. 170-200). Newark, DE: International Reading Association. [Reprinted from Reading Research Quarterly]
- Heilman, E. & Shaker, S. (2005). Political advocacy vs. academic authority: Defining educational inquiry and defending public education. In Kasum, K. (Ed). Papers from the 5th Curriculum & Pedagogy Conference, Oxford, OH October, 2004. Troy, NY: Educator's International Press.
- Heilman, E. & Waltzer, K. (2005). Going right is going wrong: Education for critical democratic patriotism. Social Education 96 (4), 156鈥�62.
- Dillon, D. R., O'Brien, D. G., & Heilman, E. (2004). Literacy research in the next millennium: From paradigms to pragmatism and practicality. In R. Ruddell & K. Unrau (Eds.), Theoretical models and processes of reading, 5th edition (pp. 1530-1556). Newark, DE: International Reading Association [Reprinted from Reading Research Quarterly]
- Heilman, E. (2005). Escaping the bind between utopia and dystopia. In Gur Ze鈥檝, I. (Ed). Critical pedagogy and critical theory today (pp. 114-142). New York: Kluwer Academic Publishers.
- Heilman, E. (2005). The 鈥渟ocial鈥� dimensions of classroom teaching. In J. Kincheloe, (Ed.). Questions about classroom teaching (pp. 133-146). New York: Peter Lang.
- Dillon, D., O鈥橞rien, D. & Heilman, E. (2004). Literacy research in the next millennium: From paradigms to pragmatism. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (5th ed). Newark, DE: International Reading Association. [reprinted RRQ article]
- Heilman, E. (2004). Federal policy on 鈥榮tudent achievement,' 'quality teaching,' and 'scientific educational research': Necessary precautions. In L. Coia, Brooks, N., Birch, M., Heilman, E., Mayer, S., Mountain, A., Pritchard, P., (Eds). Democratic responses in an era of standardization. Troy, NY: Educator's International Press.
- Shaker, P. & Heilman, E. (2004). The new common sense of education: advocacy research vs. academic authority. Teachers College Record, 6(7), 1444-1470.
- Heilman, E. (2004). On the potential of liberalism and multiculturalism after 9/11: A response to Haithe Anderson. Teachers College Record, 3(20).
- Heilman, E. (2004) Hoosiers, hicks, and hayseeds: The controversial place of marginalized ethnic whites in multicultural education. Equity and Excellence in Education, 37(1), 67-79.
- Heilman, E. (2003). Education policy: United States. In J. Herrick & P. Stuart (Eds.) The encyclopedia of social welfare history in North American (pp. 106-110). New York: Sage Publications.
- Heilman, E. (2003) Critical theory as a personal project: From early idealism to academic realism. Educational Theory, 53(2), 247-274.
- Heilman, E. (2003). How does the world work? Economic globalization in popular middle school textbooks. In L. Allen, Breault, D., Cartner, D., Setser, B., Hayes, M., Gaztambide-Fernandez, R., Krasney, K. (Eds). Curriculum and pedagogy for peace and sustainability. Papers from the 3rd curriculum & pedagogy conference. Decatur, Georgia October 2002. Troy, NY: Educator's International Press.
- Heilman, E. & Gregory, A. (2002). Images of the other: Privileged insiders and outcast outsiders. In E. Heilman, (Ed.). Harry Potter鈥檚 world: Multidisciplinary critical perspectives (pp.221-240). New York: Routledge.
- Heilman, E. (2002). Introduction: Harry Potter across theoretical and disciplinary boundaries. In E. Heilman, (Ed.). Harry Potter鈥檚 world: Multidisciplinary critical perspectives (pp. 4-16). New York: Routledge.
- Heilman, E. (2002). Blue wizards and pink witches: Representations of gender identity and power. In E. Heilman (Ed.). Harry Potter鈥檚 world: Multidisciplinary critical perspectives (pp. 221-239). New York: Routledge.
- Shaker, P. & Heilman, E. (2002). Advocacy versus authority - silencing the education professoriate. American Association of Colleges for Teacher Education Policy Perspectives, 19(1), 1-5.
- Laitsch, D., Heilman, E. & Shaker, P. (2002). Teacher education, pro-market policy and advocacy research. Teaching Education, 13(3), 251-272.
- Heilman, E. (2001). Teacher's perspectives on real-world challenges for social studies education. Theory and Research in Social Education, 29(1), 696-733.
- Dillon, D., O'Brien, D. & Heilman, E. (2000). Literacy research in the next millennium: From paradigms to pragmatism. Reading Research Quarterly, 35(1), 10-26.
- Heilman, E. (1998). The struggle for self: power and identity in adolescence. Youth and Society, 30(2), 182-200.
- Heilman, E. & Goodman, J. (1996). Teaching identity in high school. The High School Journal 79 (3), 249-261
Books
- Heilman, E. (Ed.). (2015). Critical perspectives on Harry Potter. New York: Routledge.
- E. Heilman, E. R. Fruja, & M. Missias (2011). Social studies and diversity education: What we do and why we do it. New York: Routledge.
- Shaker, P., & Heilman, E. (2009) Reclaiming education for democracy: Thinking beyond No Child Left Behind. New York: Routledge.
- Segall, A., Heilman, E. & Cherryholmes (Eds.) (2006). Social studies: The next generation Re-searching in the postmodern. N.Y.: Peter Lang.
- Heilman, E. (Ed.). (2002). Harry Potter鈥檚 world: Multidisciplinary critical perspectives. New York: Routledge.
- L. Coia, Brooks, N., Birch, M., Heilman, E., Mayer, S., Mountain, A., Pritchard, P., (Eds). (2004). Democratic responses in an era of standardization. NY: Educator's International Press.
Awards and Honors
Awards and Honors
- 2006 to current - Fellow, Education Policy Studies Laboratory Arizona State University & University of Colorado
- 2018 - Arthur Ashe Courage and Humanitarian Award, ESPN
- 2012 - Michigan State University Outstanding Service-Learning and Civic Engagement Award
- 2009 - AERA American Educational Research Association Exemplary Research Award, Division K, for the book, Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind