Wayne Journell

Teacher Education and Higher Education (TEHE) Department

Wayne Journell headshot

Email: awjourne@uncg.edu
Office: 408 SOE Building
Website: https://www.waynejournell.com

Research Interest

Secondary social studies, Political education, Teacher political disclosure, Educational technology


  • Ph.D in Curriculum and Instruction, University of Illinois at Urbana Champaign, 2009
  • M.A. in Curriculum and Instruction, Virginia Polytechnic Institute and State University, 2004
  • B.S. in Interdisciplinary Social Science, James Madison University, 2002


Dr. Journell is the Secondary Teacher Education Program coordinator and Secondary Social Studies Program coordinator at UNCG. His research focuses on the teaching of politics and political processes in secondary education. Dr. Journell also serves as Editor of Theory & Research in Social Education, the premier research journal in social studies education. He has received multiple national awards for his scholarship, including being a two-time recipient of the Exemplary Research in Social Studies Award from the National Council for the Social Studies.  Dr. Journell has published five books, including his most recent works: Teaching Politics in Secondary Education: Engaging with Contentious Issues (SUNY Press, 2017) and Unpacking Fake News: An Educator’s Guide to Navigating the Media with Students (Teachers College Press, 2019).”

Link to Dr. Journell’s CV



Journell, W. (2018). Should marriage equality be taught as controversial post-Obergefell v Hodges? Teachers College Record, 120(8), 1-28.

Journell, W. (2017). Framing controversial identity issues in schools: The case of HB2, bathroom equity, and transgender students. Equity & Excellence in Education, 50, 339-354.

Journell, W. (2017) Politically conservative preservice teachers and the spiral of silence: Implications for teacher education. Teacher Education Quarterly, 44(2), 105-129.

Journell, W. (2016). Teacher political disclosure as parrhesia. Teachers College Record, 118(5), 1-36.

Journell, W., Beeson, M. W., & Ayers, C. A. (2015). Learning to think politically: Toward more complete disciplinary knowledge in civics and government courses. Theory & Research in Social Education, 43, 28-67.