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Chara Haeussler Bohan is a professor in the Department of Educational Policy Studies in the College of Education & Human Development at Georgia State University. She is the Social Foundations unit and doctoral program coordinator. She specializes in educational history with a focus on gender and race, curriculum and instruction, and social studies education. She has diverse teaching experiences in urban high-needs schools as well as elite private secondary schools. She has more than 100 publications, which include book chapters and research articles in leading journals such as Action in Teacher Education, Curriculum and Teaching Dialogue, Educational Foundations, Journal of Excellence in College Teaching, Journal of Curriculum and Supervision, Journal of Social Studies Research, Social Education, Social Studies and the Young Learner, Social Studies Research and Practice, Theory and Research in Social Education and Vitae Scholasticae. Her recent research focuses on how the lost cause mythology was perpetuated in “Mint Julep” history textbooks and Confederate statues. She is co-author, with historian H. Robert Baker and Black history educator, LaGarrett King of the book, Teaching Enslavement in American History: Lesson Plans and Primary Sources (Peter Lang, 2022). She has examined issues of gender in social studies research and the curriculum history of Atlanta Public Schools during the desegregation era. Her chapter on gender and feminist scholarship is part of the Wiley Handbook of Social Studies Research (2017). She authored Go to the Sources: Lucy Maynard Salmon and the Teaching of History (Peter Lang, 2004), and co-edited several books, including Histories of Social Studies and Race (Palgrave, 2012). She is the recipient of two Teaching American History Grants and three grants sponsored by the National Endowment for the Humanities, Summer Institute for Teachers, “Courting Liberty: Slavery and Equality Under the Constitution, 1770-1870.” The most recent two-week NEH institute for teachers was held in summer 2022; information can be accessed at the NEH website. Bohan served as president of the American Association for Teaching and Curriculum in 2014-2015. She is also the current editor of Curriculum and Teaching Dialogue.

Recent Publications

Books:
Bohan, C. H., Baker, H. R. & King, L. (2022). Teaching enslavement in American History: Lesson plans and primary sources. New York, NY: Peter Lang. (252 pages). DOI 10.3726/b14192

Woyshner, C. & Bohan, C. H. (Eds.) (2012). Histories of social studies and race, 1865–2000. New York, NY: Palgrave MacMillan. (231 pages).
https://doi.org/10.1057/9781137007605

Bohan, C. H. (2004). Go to the sources: Lucy Maynard Salmon and the teaching of history. New York: Peter Lang. (192 pages). https://www.peterlang.com/document/1098452

Articles:
Bohan, C. H., Bradshaw, L. Y., & Pecore, J. L. (2023, accepted forthcoming). Confederate Monuments and Democratic Practice in the Classroom. Schools: Studies in Education.

Bohan, C. H. (2022). 42 Reasons to be concerned about the status of curriculum and teaching. [Editorial]. Curriculum and Teaching Dialogue, 24(1&2), 13–17.

Johnson, A., Bohan, C.H., Clement, K.C., & Williams, B. (2022, May 25). Leveraging graduate student funding to foster diversity, equity, and inclusion in graduate education. ACPA Developments, 3, https://developments.myacpa.org/leveraging-funding-and-support-to-foster-diversity-equity-and-inclusion-in-graduate-education-johnson-bohan-clement-williams/

Bohan, C. H. (2022/2021). Memories and reflections: How NCSS membership has impacted me and my work. Social Education, 85(6), 350. https://www.socialstudies.org/social-education/85/6/part-2-how-we-reach-out

Smith, C. S. & Bohan, C. H. (2021). More than a blind woman: Principal Teacher Hannah Guillan and her contributions to the Georgia Academy for the Blind, 1852-1898. Vitae Scholasticae: The Journal of Educational Biography, 38(1-2), 64–83. https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1062&context=eps_facpub

Bohan, C. H. (2021). What do teachers need to rejuvenate and recapture “Good Work” in a post-pandemic world? [Editorial]. Curriculum and Teaching Dialogue, 23(1&2), 3–6. https://doi.org/10.52966/CTD.2021
https://www.google.com/books/edition/Curriculum_and_Teaching_Dialogue/izhIEAAAQBAJ?hl=en&gbpv=1&dq=Curriculum+and+Teaching+dialogue+vol.+23+Chara+Haeussler+Bohan&pg=PA3&printsec=frontcover

Nix, J., & Bohan, C. H. (2021). Reaching across the color line: Margaret Mitchell and Benjamin Mays, An Uncommon Friendship. Benjamin E. Mays Historical Preservation Site 10th anniversary Magazine, 2–6.

Conner, C. J., & Bohan, C. H. (2021/2020). Coaching to teach: Preservice social studies teachers’ experiences with a hiring contingency. Journal of Social Studies Research, 45, 1–13. https://doi.org/10.1016/j.jssr.2020.06.001

Perrotta, K. A., & Bohan, C. H. (2020). Can’t stop the feeling: Tracing the origins of historical empathy during the New Social Studies Era, 1950-1980.
Educational Studies: A Journal of the American Educational Studies Association, 56(6), 599–618, https://www.tandfonline.com/doi/full/10.1080/00131946.2020.1837832

Perrotta, K. A., & Bohan, C. H. (2020). A reflective study of online
faculty teaching experiences in higher education. Journal of Effective Teaching in Higher Education, 3(1), 50–66. https://jethe.org/index.php/jethe/issue/view/4

Bohan, C. H., Bradshaw, L. Y., & Morris, Jr., W. H. (2020/2019). The mint julep consensus: An analysis of late 19th century Southern and Northern textbooks and their impact on the history curriculum. Journal of Social Studies Research, 44(1), 139–149. https://doi.org/10.1016/j.jssr.2019.02.002

Crawford, T. T., & Bohan, C. H. (2019). The double consciousness of African American students who desegregated Atlanta Public Schools. Educational Foundations, 32(1,2,3 & 4), 142–165.
https://jef.berea.edu/ojs/index.php/jef/issue/view/1

Hight, C. L., & Bohan, C. H. (2019). All cultures matter: Rachel Davis DuBois, the Woodbury Project, and the Intercultural Education Movement. Vitae Scholasticae: The Journal of Educational Biography, 36(1), 35–54. https://www.academia.edu/41933704/All_Cultures_Matter_Rachel_Davis_DuBois_The_Woodbury_Project_and_The_Intercultural_Education_Movement

Bohan, C. H. (2019). Toward inclusive curriculum and teaching. [Editorial]. Curriculum and Teaching Dialogue, 21(1&2), 3–6.
https://books.google.com/books?hl=en&lr=&id=Tii- DwAAQBAJ&oi=fnd&pg=PA3&dq=Chara+Bohan&ots=eY4IFUYnuO&sig=qZ aYRP2fDNk1lDUdRZpy_p3H5Yo#v=onepage&q=Chara%20Bohan&f=false

Conner, C. J., & Bohan, C. H. (2018). Social studies teacher-athletic coaches’ experiences coping with role conflict. Journal of Research in Education and Practice, 8(1), 54–71. Retrieved from
https://scholarworks.waldenu.edu/jerap/vol8/iss1/5/

Perrotta, K. A., & Bohan, C. H. (2018/2017). More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890s-1940s. Journal of Social Studies Research. 42(1), 27–38. Retrieved from http://dx.doi.org/10.1016/j.jssr.2017.01.002

Media Coverage

WSB-TV (Atlanta CBS affiliate) Jorge Estevez interview of Chara Bohan https://www.facebook.com/100001225183227/posts/pfbid034Lx7Frwwrd1fL4c58L2XNorJfEUaQT8VYiuLEzUnK97wQtFDEMuSfyyyqPEhvwsHl/?mibextid=vTn5qL for story on Margaret Mitchell and Benjamin May

Social Media

Country Focus

United States

Expertise by Geography

United States

Expertise by Chronology

19th century, 20th century

Expertise by Topic

Gender, Higher Ed, Pedagogy, Race, Slavery, Women