John S. Wills
John S. Wills
Graduate School of Education
2101 Sproul Hall
History-social studies education, multicultural education, and schooling and collective memory. My research investigates the contests over meaning that occur as teachers and students utilize various cultural texts in producing narratives of history, and efforts to create more inclusive narratives of history in K-12 classrooms. I have also investigated the effects of high stakes state testing in language arts and mathematics on elementary social studies curriculum and instruction. My current research focuses on the representation of race and racism in US history as taught in high school classrooms.
- Ph.D., Sociology, University of California, San Diego, 1990
- M.A., Sociology, University of California, San Diego, 1987
- B.A., Cultural Anthropology & Sociology, University of California, Santa Barbara, 1984
John S. Wills is an associate professor in the Graduate School of Education at the University of California, Riverside. His areas of research include history-‐social studies education, multicultural education, and schooling and collective memory. Though qualitative case studies in elementary and secondary classrooms he has investigated the contests over meaning that occur as teachers and students produce narratives of history, and efforts to create more inclusive narratives of history in K-12 classrooms. More recently, he has investigated the unintended effects of high stakes testing in language arts and mathematics on social studies curriculum and instruction, and on teacher professionalism, in elementary classrooms.
- Wills, J. S. (2011). Misremembering as mediated action: Schematic narrative templates and elementary students’ narration of the past. Theory and Research in Social Education, 39(1), 115-144.
- Wills, J. S. & Sandholtz, J. H. (2009). Constrained professionalism: Dilemmas of teaching in the face of test-based accountability. Teachers College Record 111 (4), 1065-1114.
- Wills, J. S. (2007). Putting the squeeze on social studies: Managing teaching dilemmas in subject areas excluded from state testing. Teachers College Record 109 (8), 1980-2046.
- Wills, J. S. (2005). “Some people even died”: Martin Luther King, Jr., the civil rights movement, and the politics of remembrance in elementary classrooms. International Journal of Qualitative Studies in Education 18(1), 109-131.
- Wills, J. S., Lintz, A., and Mehan, H. (2003). Ethnographic studies of multicultural education in classrooms and schools. In J. Banks and C. M. Banks (Eds.) Handbook of Research on Multicultural Education, (pp. 163-183), Second Edition. San Francisco: Jossey-Bass.
- Wills, J. S. (2001). Missing in interaction: Diversity, narrative, and critical multicultural social studies. Theory and Research in Social Education 29(1), 43-64.
- Wills, J. S. (1996). Who needs multicultural education? White students, U.S. history, and the construction of a usable past. Anthropology and Education Quarterly 27(3), 365-389, 1996.
- Wills, J. S. & Mehan, H. (1996). Recognizing diversity within a common historical narrative: The challenge to teaching history and social studies. Multicultural Education 4(1), 4-12.