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Jordan Fullam

Jordan Fullam

Associate Professor


Associate Professor
Teacher Education and Foundation
Office Phone(909) 537-5607
Office LocationCE-245


Jordan Fullam is Associate Professor of Teacher Education and Foundations at California State University, San Bernardino. Before joining CSUSB, Fullam taught English and Philosophy at a public high school in Brooklyn. Fullam has experience as a school district coach and has supported the work of district and school-site teams to develop beliefs, policies, and practices to close equity gaps and serve the needs of diverse students. Fullam worked at the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University on projects to transform school culture and address issues of equity and social justice in public education. At the Metro Center, Fullam provided applied research, technical assistance, and professional development to Newark Public Schools in New Jersey, Christina School District in Delaware, Aurora Public School District and Cherry Creek School District in Colorado, Greece Central School District and Cortland City School District in New York State, and the New York City Department of Education. Fullam also worked as a school district coach for the California MTSS pilot program. Fullam's work on the MTSS pilot program included serving as a coach for Morongo Unified School District and supporting schools in the district to transform school culture and build capacity in culturally responsive teaching, restorative practices, and mindfulness education. 


Ph.D. Education, New York University 

M.A. Social Science, University of Chicago 

B.A. English, Montclair State University 


ESEC 6002 Educational Equity and Advocacy

ESEC 6034 TPA Assessment

ENG 5100 Teaching English in Secondary School


  • educational equity and advocacy
  • culturally responsive education
  • educational philosophy
  • Socratic teaching
  • critical pedagogy
  • restorative practices
  • mindfulness education
  • instructional video 

Research and Teaching Interests

Socratic Teaching and Critical Thinking: Fullam's research explores the pedagogy of group discussion, questioning, and critical thinking. During his experience as a high school teacher, Fullam taught critical thinking to high school students and created the documentary film “Why Philosophy?” to capture students’ experiences of learning to “do philosophy” through reading and group discussion. Fullam has since produced three instructional videos to capture different approaches to Socratic teaching in primary and secondary classrooms. In addition, he published a theoretical paper, “Listen then, or, Rather, Answer: Contemporary Challenges to Socratic Education,” in which he explores the problems and possibilities of Socratic questioning in Plato’s texts, current research on Socratic teaching, and contemporary practice.

Educational Equity and Advocacy: Fullam engages in research aimed at connecting scholarship to educational equity and advocacy. His research in this strand explores the potential of critical pedagogy, mindfulness education, culturally responsive teaching, and restorative practices in the work of transforming schools to address issues of equity and social justice. Fullam produced the documentary film, “Restorative Justice at Arcadia High School,” to capture how teachers and students can use restorative circles to explore questions of culture, build community, and strengthen relationships in schools. Fullam's research in this area also acknowledges that implementing equity reforms often requires support from grassroots political organizing, since grassroots organizing places pressure on policy-makers to respond to the needs of students and families in historically underserved communities. For example, Fullam published a qualitative study, “Becoming a Youth Activist in the Internet Age: A Case Study on Social Media Activism and Identity Development,” in which he explores how youth used social media activism to advocate for equitable school funding in Newark, New Jersey.

Instructional Video: Fullam also uses instructional video and education filmmaking to advocate for innovative and transformative teaching practices. Providing the theoretical foundation for this work with digital video, his paper “From Seeing to Believing: Using Instructional Video to Develop Culturally Responsive Teaching” (1) recounts his experiences using instructional video to train teachers in using Socratic and restorative circles to transform the culture and community of their classrooms, and (2) makes the case that practitioners often need to see transformations in teaching and learning before they can believe such transformations are possible. Fullam has produced four instructional videos and four education documentary films. He continues to engage education filmmaking as a kind of digital scholarship to advocate for educational practices that are appropriate for a diverse democratic society.