Judith L. Pace is a Professor in the Teacher Education Department at the University of San Francisco’s School of Education. She is a qualitative researcher who examines classroom teaching and curriculum — focusing on social studies — and its relationship to diversity, democracy, and sociopolitical contexts. She has studied classroom authority relationships and academic engagement, teaching for democratic citizenship in government classes, social studies under high stakes accountability, and teacher preparation for teaching controversial issues. Her last study was conducted in Northern Ireland, England, and the Midwestern U.S., and she is fascinated by curriculum and teaching in politically divided and post-conflict societies.
Prior to USF, Dr. Pace worked at Project Zero at the Harvard Graduate School of Education, where she earned her doctorate. She worked with teachers, school leaders, and researchers on project-based learning, portfolio assessment, teaching for understanding, and comprehensive school reform. Before that, she taught in special education, progressive, and middle school programs in Boston area schools.
- Visiting Scholar, 2016–2017
- Teacher Education Department Chair, 2013–2016
- Coordinator of MAT master's courses, 2012–present
- EdD, Harvard University
- CAS, Harvard University
- MEd, Lesley College
- BA, Brandeis University
- K-12 Teacher in special education and progressive settings in the Boston area
- Researcher and developer, Harvard Project Zero
- Teacher education
- Social studies education
- Teaching controversial issues and contested history
- Classroom relationships, curriculum, and teaching in the sociopolitical contexts of schooling
- Selected Publications
Pace, J. L. (2021). Hard Questions: Learning to Teach Controversial Issues. Lanham, MD: Rowman & Littlefield.
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.
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. (Eds.). (2006). Classroom Authority: Theory, Research, and Practice. New York, NY: Routledge.
- Awards & Distinctions
Spencer Foundation Research Communications Grant, 2021
Spencer Foundation Research Grant, 2016-2017
Jesuit Foundation Research Grant, University of San Francisco, 2004 – 2005
Spencer Foundation Research Training Grant, Harvard Graduate School of Education, 1995- 1998
Select Media Apperiences
Learning and Teaching
Teaching for Diversity and Social Justice
Curriculum Currents and Controversies
Curriculum Development and Design