William McCorkle
Assistant Professor
Will McCorkle is an assistant professor of educational foundations and social studies education. He was formerly a high school and middle school social studies teacher in Greenville, South Carolina and San Jose, Costa Rica. His research focuses on the intersection of nationalism, immigration, and education with a particular focus on more marginalized migrant communities. He is currently the program director of the Master’s of Teaching, Learning, and Advocacy at College of Charleston.
Publications
McCorkle, W. It’s dehumanizing on purpose: Educators’ experiences at an immigration detention center. Education and Urban Society (In Press).
Monreal, T., & McCorkle, W. (2022). Why are teachers marching in South Carolina? In H. Tran & D.A. Smith (Eds.) How did we get here? The decay of the teaching profession (pp.311-330). Information Age Publishing
McCorkle, W. (2022) Teacher educator as journalist: My experiences at the Mexican-American border and in Washington on January 6th. Journal of Social Studies and History Education, 6(1), 1-13.
McCorkle, W., & Montezuma, J. (2022) The relationship between beliefs in free markets, nationalism, and immigration in the United States: Implications for social studies educators. Journal of Social Studies Education Research, 13(3), 1-30.
McCorkle, W., & Rodriguez, S. (2022) Levels of nationalism among middle and high school social studies teachers: Implications for promoting equity for immigrant students and with educators. Journal of Social Studies Research.
McCorkle, W. (2022). Teachers’ views on deportations, DACA, and a pathway to citizenship. Critical Questions in Education, 13(1), 1-19.
McCorkle, W. (2021). DACA and educational restrictions in South Carolina: A continuation of white supremacy. Journal of Latinos and Education. 1-18.
McCorkle, W. D., & Jeffries, H. (2021). Students’ perspectives on social studies teachers’ views on immigration and nationalism. Journal of International Social Studies, 11(1), 83-102.
McCorkle, W. (2021). Expanding beyond World War II to encourage peace education and deconstruct militarism. Journal of Peace Education, 1-21.
McCorkle, W. (2021). Exploring the Christian teachings on immigration in the social studies classroom. The Social Studies, 1-10.
Rodriguez, S., & McCorkle, W. (2020) On the educational rights of undocumented students: A call to expand teacher awareness and empathy. Teachers College Record. 123(5).
Jeffries, H., & McCorkle, W. (2020). Teacher candidate voter turnout: Implications for K-12 and higher education. Research in Educational Policy and Management 2(2).
McCorkle, W. (2020). Promoting inclusive immigration policies in times of pandemic in the classroom. Research in Social Studies and Technology,5(3), 1-24.
McCorkle, W. (2020). The relationship between teachers’ grade level and views on immigration and immigrant students. Journal of Social Studies Education Research, 11(1), 21-41.
McCorkle, W. (2020). Introducing students to critical border and migration theories in an era of xenophobia. Critical Questions in Education, 11(1).
Jeffries, H., & McCorkle, W. (2020). Implications of pedagogy on the American Civil War for social studies education. Journal of Social Studies and History Education.
Monreal, T., & McCorkle, W. (2020). Social studies teachers’ attitudes and beliefs about immigration and the formal curriculum in the United States South: A multi-methods study. The Urban Review, 1-42.
McCorkle, W. (2020) Applying a critical and peace education lens to the American Revolution in the social studies classroom. The Social Studies, 111(3), 143-154.
McCorkle, W. (2019) The relationship between teachers’ beliefs about borders and migration and their attitudes towards immigrant students. Social Studies Educational Review 8 (1), 66-91.