B.A. in History, Cornell University, 1988
M.A.T., Teachers College, Columbia University, 1990
Ph.D., Curriculum and Instruction, The University of Texas at Austin, 1999
She teaches graduate courses in curriculum, research, educational inquiry, education history, and social studies education.
Chara Haeussler Bohan is a professor in the Department of Educational Policy Studies in the College of Education & Human Development at Georgia State University. She is a member of the Educational Foundations program faculty, where she specializes in educational history, curriculum, and gender. She has diverse teaching experiences in urban high needs schools as well as elite private secondary schools.
She has more than 80 publications, which include book chapters and research articles in leading journals such as Action in Teacher Education, Curriculum and Teaching Dialogue, Educational Foundations, Journal of Excellence in College Teaching, Journal of Curriculum and Supervision, Journal of Social Studies Research, Social Education, Social Studies and the Young Learner, Social Studies Research and Practice, Theory and Research in Social Education, and Vitae Scholasticae.
Her most recent research focuses on how the lost cause mythology was perpetuated in “Mint Julep” history textbooks and Confederate statues. She has also examined issues of gender in social studies research and the curriculum history of Atlanta Public Schools during the desegregation era. Her chapter on gender and feminist scholarship is part of the new Wiley Handbook of Social Studies Research. She has authored a book titled, Go to the Sources: Lucy Maynard Salmon and the Teaching of History (Peter Lang, 2004), and co-edited several books, including Histories of Social Studies and Race (Palgrave, 2012). She has facilitated two Teaching American History Grants and has served as the co-director with Dr. H. Robert Baker in the History Department of two National Endowment for the Humanities grants, “Courting Liberty: Slavery and Equality Under the Constitution, 1770-1870.”
She served as president of the American Association for Teaching and Curriculum in 2014-2015. She is also the current editor of Curriculum and Teaching Dialogue.
Perrotta, K. & Bohan, C. H. (2018/2017). More than a feeling: Tracing the progressive era origins of historical empathy in the social studies curriculum, 1890s-1940s. Journal of Social Studies Research. 42(1), 27–38. http://dx.doi.org/10.1016/j.jssr.2017.01.002
Bohan, C. H. (2017, invited). Gender and feminist scholarship: A dynamic theoretical framework living on the edges. In Manfra, M.M. & Bolick, C.M. (Eds.). Handbook of Social Studies Research. (pp. 227-253). Boston, MA: Wiley-Blackwell.
Bohan, C. H. (2016). Presidential Address: The past, present, and future of teaching and teacher education curriculum. Curriculum and Teaching Dialogue, 18(1 & 2), 3–12. http://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Bohan, C. H. & Bradshaw, L. (2014). The challenge to create a “Community of Believers”: Civil rights superintendent Alonzo Crim and Atlanta’s school desegregation compromise. Vitae Scholasticae: The Journal of Educational Biography, 31(1), 50−70. http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1016&context=mse_facpub
Nix, J. & Bohan, C. H. (May/June 2013). Reaching across the color line: Margaret Mitchell and Benjamin Mays, an uncommon friendship. Social Education, 77(3), 127–131. Retrieved from http://www.socialstudies.org/system/files/publications/se/7703/770313127.pdf
Woyshner, C. & Bohan, C. H. (Eds.) (2012). Histories of social studies and race, 1865–2000. Palgrave MacMillan. (231 pages) http://www.palgrave.com/us/book/9781137007544
Bohan, C. H. & Randolph, P. (2009). The social studies curriculum in Atlanta Public Schools during the desegregation era. Theory and Research in Social Education, 37(4), 543–569. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/00933104.2009.10473410#.UqpWT9GA2Uk
Bohan, C. H. (2004). Go to the sources: Lucy Maynard Salmon and the teaching of history. New York: Peter Lang. (192 pages)