About Us

Keith C. Barton is Professor of Curriculum and Instruction, and Adjunct Professor of History at Indiana University. 

His work focuses on preparing students for democratic civic participation, particularly through history and other content in social education. His research examines students’ understanding of topics such as historical agency, historical significance, national identity, and human rights, and he has worked with faculty, teachers, and students in the United States, Northern Ireland, Singapore, New Zealand, Chile, South Sudan, Macedonia, Sweden, and other countries. In addition to research with students, his work includes curriculum theory and practical classroom applications, especially through portraits of exemplary teachers. 

He has also served as a Visiting Professor at the University of Ulster (Northern Ireland), Uppsala University (Sweden), Victoria University (New Zealand), and the National Institute of Education (Singapore), as well as a Fulbright Senior Specialist in New Zealand. He is co-author, with Linda S. Levstik, of Teaching History for the Common Good, Doing History: Investigating with Children in Elementary and Middle Schools, and Researching History Education: Theory, Method, and Context.

Li-Ching Ho is Professor of Curriculum and Instruction in the School of Education at the University of Wisconsin–Madison. 

Her research, conducted primarily in East and Southeast Asia, focuses on global issues of diversity in civic education, differentiated access to citizenship education, and environmental citizenship. She has  worked with scholars, teachers, students, professional organizations, and ministries of education in countries such as Brunei, China, Japan, the Philippines, Singapore, and South Korea.

She was previously a recipient of the University of Wisconsin–Madison’s Vilas Associates Award, Vilas Faculty Early Career Investigator Award and the College and University Faculty Assembly’s Early Career Research Award.

She is a co-editor of The Palgrave Handbook of Global Citizenship and Education (2018) and has published research in Theory & Research in Social Education, Journal of Curriculum Studies, Teachers College Record, Cambridge Journal of Education, and Teaching and Teacher Education.