Teacher Education — Urban Education and Social Justice
Patrick  Camangian

Patrick Camangian, Ph.D.

Associate Professor, Teacher Education

Patrick Camangian is an associate professor in the Teacher Education Department at the University of San Francisco. He has been an English teacher since 1999, beginning in the Los Angeles Unified School District where he was awarded "Most Inspirational Teacher" by former mayor Richard Riordan and the school's student body. Professor Camangian currently volunteers in the Oakland Unified School District teaching English. He has collaborated with groups such as California's People’s Education Movement, the Education for Liberation national network, and San Francisco's Teachers 4 Social Justice.

Education

Ph.D., Education, University of California, Los Angeles

Research Areas

Critical pedagogy and transformative teaching in urban schools; action research, critical literacy, culturally empowering education, and urban teacher development. Currently, he is turning to research in the health sciences to inform his findings on complex traumas and urban education.

Courses Offered
  • Teaching for Diversity and Social Justice
  • Single Subject Curriculum and Instruction: Academic Literacy
  • Critical Pedagogy
  • Action Research and Service-Learning for Urban Teachers
Publications
Selected Publications

Camangian, P. (2015). Teaching like lives depend on it: Agitate, arouse, inspire. Urban Education. 50(4), 424-453.

Camangian, P. (2013). Reading in their own interests: Teaching five levels of analysis. International Journal of Multicultural Education,15(2), 1-16.

Camangian, P. (2013) Seeing through lies: Teaching ideological literacy as a corrective lens. Equality and Excellence in Education, 46(1), 119-134.

Camangian, P. (2011) Subverting the master’s syllabus. Monthly Review, 63(3), 128-135.

Camangian, P. (2010). Making people our policy: Grounding literacy in lives. Journal of Adolescent and Adult Literacy.

Camangian, P. (2010) Starting with self: Teaching autoethnography to foster critically caring literacies. Research in the Teaching of English, 45(2), 179-204.