Curriculum and Instruction
C. Gregg Jorgensen, Ph.D., J.D.
Curriculum & Instruction
Office: Horrabin Hall 74
C. Gregg Jorgensen is an Associate Professor in the Department of Curriculum and Instruction at Western Illinois University. He is also a member of the Graduate Faculty. Dr. Jorgensen earned his Ph.D. in Curriculum and Instruction from Utah State University. He holds a J.D. degree from the Antioch School of Law in Washington D.C. and a B.S. degree, Political Science Major/ History Minor, Magna Cum Laude, from the University of Utah. He teaches special education law and policy, graduate seminar, middle level education, and social studies education at WIU. Dr. Jorgensen's recent book, John Dewey and the Dawn of Social Studies: Unraveling Conflicting Interpretations of the 1916 Report (Information Age Publishing, 2012) has been well received by scholars and researchers. The International Handbook of Progressive Education, edited by Mustafa Yunus Eryaman and Bertram C. Bruce, features his chapter, "Discovering Dewey as a Guiding Foundation: Examining Moral Problems Using Issues-Centered Education" (Peter Lang, 2015). His journal article, "Discovering a Route to Revitalize the Foundations of Education: Reflecting Thinking from Theory to Practice" was recently published in The Journal of Educational Foundations (2015). The book, Educating about Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography Volume Two, edited by Samuel Totten and Jon Pedersen, concludes with Dr. Jorgensen's chapter, "Social Justice Teaching: What Is It and Why Does It Matter?" (Information Age Publishing, 2013). The recently published 4th edition of The Social Studies Curriculum: Purposes, Problems, and Possibilities, edited by E. Wayne Ross, begins with Dr. Jorgensen's chapter "Social Studies Curriculum Migration: Confronting Challenges in the 21st Century" (SUNY Press, 2014). He has also published in The Curriculum History Journal, Theory and Research in Social Education, and Teachers College Record.
Dr. Jorgensen has reviewed articles for the Organization of Educational Historians (OEH), Theory and Research in Social Education (TRSE), the Society for the Study of Curriculum History (SSCH), Curriculum and Teaching Dialogue (CTD) and proposals for the College and University Faculty Assembly (CUFA), the National Council for Social Studies (NCSS) as well as the American Education Research Association (AERA). Also, he is a consulting editor for The Social Studies. He is associated with the National Council for Social Studies (NCSS) and serves on the steering committee for its Issues Centered Community SIG. In addition, Dr. Jorgensen is a member of the American Education Research Association (AERA), the John Dewey Society, the Society of Professors of Education, the Organization of Educational Historians, and recently served as the Communication Director for the Dewey Studies SIG of AERA. He is currently serving as President for the Society for the Study of Curriculum History, as Executive Secretary for the Organization of Educational Historians, and as President for the Executive Council for the Illinois Association of Teacher Educators. Current research interests are primarily concerned with issues resonating in the fields of democratic education, issues-centered education, social justice education, educational leadership, and John Dewey's potential influence in 21st century education.