Judith Pace

Judith (Judy) L. Pace

Professor, Teacher Education

Full-Time Faculty

(415) 422-5189 Education (ED) 215

Biography

Judy Pace is an education professor who uses case studies, inquiry projects, and film to challenge students to explore multiple perspectives on issues of educational justice. She does qualitative research on classroom teaching and its sociocultural and political dynamics, and her current project examines how teacher educators prepare preservice teachers for teaching controversial issues in divided societies and politically turbulent times. 

Recent articles include “Contained risk-taking: preparing preservice teachers to teach controversial issues in three countries” and “Preparing teachers in a divided society: Lessons from Northern Ireland.” Her forthcoming book is titled Hard Questions: Learning to Teach Controversial Issues. Professor Pace earned her doctorate of education from Harvard University where she worked on school reform efforts at Project Zero. Prior to that, she taught in diverse special education and progressive school settings in the Boston area.

Appointments
Visiting Scholar, 2016–2017
Teacher Education Department Chair, 2013–2016
Coordinator of MAT master's courses, 2012–present
Education
EdD, Harvard University
CAS, Harvard University
MEd, Lesley College
BA, Brandeis University
Experience
Taught special education and in progressive K-12 settings in the Boston area
Researcher and professional developer, Harvard Project Zero
Research
Teacher education
Social studies education
Teaching controversial issues and contested history
Classroom relationships, curriculum, and teaching in the sociopolitical contexts of schooling
Qualitative research
Authority, academic engagement, and diversity
The social ecology of classroom discourse
Selected Publications

Pace, J. L. (2019). Contained risk-taking: Preparing pre-service teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47.

Pace, J. L. (2015). The Charged Classroom: Predicaments and Possibilities for Democratic Teaching. New York, NY: Routledge.

Pace, J. L. (2012). Teaching literacy through social studies under No Child Left Behind. Journal of Social Studies Research, 36(4), 329-358.

Pace, J. L. (2011). The complex and unequal impact of accountability on untested social studies across diverse school contexts. Theory and Research in Social Education, 39(1), 32-60.

Bixby J. & Pace, J. L. (Eds.). (2008). Educating democratic citizens in troubled times: Qualitative studies of current efforts. Albany, NY: SUNY Press.

Pace, J. L. & Hemmings, A. (2007). Understanding authority in classrooms:  A review of theory, ideology, and research. Review of Educational Research, 77(1), 4-27.

Pace, J. L. & Hemmings, A. (Eds.). (2006).  Classroom Authority: Theory, Research, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Pace, J. L. (2019). Contained risk-taking: Preparing pre-service teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47 (2).

Pace, J. L. (December 2017/January 2018). Preparing teachers in a divided society: Lessons from Northern Ireland. Phi Delta Kappan, 26-32.

Pace, J. L. (2016). Supporting controversial issues discussion in the charged classroom. Teachers College Record, Date Published: July 18, 2016. http://www.tcrecord.org ID Number: 21471.

Pace, J. L. (2015). The charged classroom: Predicaments and possibilities for democratic teaching. New York, NY: Routledge.

Pace, J. L. (2015). Authority and classrooms. In G. W. Scarlett (Ed.), Classroom management: An A-Z guide (pp. 75-78). Los Angeles: SAGE."

Awards & Distinctions

Post Sabbatical Merit Award, University of San Francisco, 2018

Spencer Foundation Grant, 2016–2017

 Jesuit Foundation Research Grant, University of San Francisco, 2004–2005

 Spencer Research Training Grant, 1995–1998

Entering Doctoral Student Award (merit-based), Harvard Graduate School of Education, 1994–1995