Ph.D. 2000 – Michigan State University Curriculum, Instruction and Educational Policy; Dissertation: Balancing at the Borders: Building Cultural Fluency in the Company of Others
M.A.T. 1991 – Tufts University, English Education
B.A. 1991 – Tufts University, English and American Studies
Areas of Expertise
Equity and Social Justice
Critical Discourse Studies
Dr. Jocelyn A. Glazier joined the faculty after serving as an assistant faculty member of English Education at George Washington University in Washington, DC. During her time at Carolina, Glazier has served in a number of leadership roles; she served as the program director of the Masters for Experienced Teachers program, facilitated the development of the Teacher Education and Curriculum doctoral program and the redesign of the MAT program, has developed partnerships with local schools and community organizations to support community-based and experiential learning in teacher education, and served as department chair of the Professional Leadership and Practice Area as well as the Teaching and Learning areas, both of which centered research, teaching and interdisciplinary collaboration in educator preparation. Glazier is the faculty advisor for the student managed journal The High School Journal, one of the oldest peer-reviewed academic journals in education. At the local and national level, Glazier has mentored new teachers in a teacher induction program she helped establish called Reconnect and Recharge. She has also mentored teacher education faculty in the national Global Teacher Education Fellows Program. Glazier was awarded a Spark award from the Durham Public Schools for her service work with teachers in local schools. At the national level, Glazier recently won a competitive fellowship for transformative teacher educators.
Through Glazier’s teaching and research, she seeks to support pre-service and in-service teachers in creating and enacting meaningful, equitable and transformative curricula and pedagogy. Her current scholarship explores the potential of embedding experiential education in teacher education to shift pre-service and in-service teachers’ beliefs and practices and their PK-12 students’ experiences of school. Her work is guided by commitments to equity and social justice, informed by her extensive work with school and community partners, including in her role as a high school English teacher, a facilitator of school-based communities of practice and active participant in district-wide initiatives to support equity in schools. Glazier’s scholarship has been highlighted in such journals as Harvard Educational Review, Teachers College Record, The Journal of Experiential Education, The New Educator and Teaching Education.