Jordan Fullam is Assistant 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 produced two documentary films about his experience teaching high school in Brooklyn: one film explores the development of critical consciousness through teaching philosophy, and the second film explores his work engaging students in research on how the achievement gap impacts their own school and their lives.
Fullam has experience as a school district coach at the national level 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 for several years at the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University (Metro Center) 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 currently works as a school district coach for the California MTSS pilot program. The California MTSS pilot program is supported through $45 million in grant funding from the state of California, and is being coordinated by the Orange County Department of Education, Butte County Office of Education, and the Center for the Transformation of Schools at UCLA. Fullam's work on the MTSS pilot program includes serving as a coach for Morongo Unified School District and supporting schools in the district that are working to transform school culture and build capacity in culturally responsive teaching, restorative practices, and mindfulness. A foundational principle in Fullam's district coaching work is that racial disparities in school suspensions are one of the most pressing social justice issues in contemporary public education; and this and other educational inequities are best addressed by developing innovative, research-based practices that (1) take into account the ways in which differences in race, ethnicity, language, socio-economics, gender, and sexuality impact teaching and learning, (2) build community and sense of belonging in schools across differences, and (3) educate the whole child through supporting students' academic, behavioral, and social-emotional learning.
In addition to serving as faculty in Teacher Education and Foundations, Fullam also serves as one of CSUSB's faculty-in-residence (FIR) and currently lives in an apartment on campus with his wife. As faculty-in-residence, Fullam partners with student staff and professional staff in the Department of Housing and Residential Education and advises residential students in a variety of ways. Fullam's main contributions in this area include hosting a monthly Socrates Cafe, book clubs, weekly jam sessions called The Village Groove Makers, and open mic nights at various venues on campus.
Ph.D. Urban Education, New York University
M.A. Social Science, University of Chicago
B.A. English Education, Montclair State University
ESEC 405 Introduction to Secondary School Culture
EELB 510 Culture and Schooling in the Multiple Subjects Setting
ESEC 320 Diversity in Education
ESEC 407 Secondary School Teaching
ESEC 550A Student Teaching Experience
ESEC 520E TPA Assessment Cycle 1
ESEC 520F TPA Assessment Cycle 1
- educational equity and advocacy
- urban education
- culturally responsive teaching
- educational philosophy
- Socratic teaching
- critical pedagogy
- restorative practices
- mindfulness in 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 to create a powerful synergy 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. Fullam's education documentary films have been presented at an academic conference, cited in a commissioned research report, and critiqued by authors and practitioners. He continues to engage education filmmaking as a kind of digital scholarship to advocate for educational practices that are appropriate for our diverse democratic society.