Research & Publications


Principal Investigator. Teaching for critically engaged denizenship: From naïve notions of citizenship to an empowered other class.

Principal Investigator. Social education as state apparatus in countering violent extremism: An analysis of 16 years of education in Bureau of Counterterrorism annual reports.

Principal Investigator. Civic and English education as U.S. public diplomacy and development discourse in Morocco: An ethnographic study.

Principal Investigator. Curating compliance: Accounting for democratic values, U.S. culture, and programmatic goals through a public diplomacy program’s online presence.


McCafferty-Wright, J. (2016). Disrupting a diversity desert: A rural teacher’s journey. In L. Miller, D. Becker, & K. Becker (Eds.), Technology for transformation: Perspectives of hope in the digital age (pp. 157-174). Charlotte, NC: Information Age Publishing.

McCafferty-Wright, J. & Knowles, R.T. (2016). Unlocking the civic potential of current events with an open classroom climate. Social Studies Research and Practice. 11(3), 112-121.

Knowles, R.T. & McCafferty-Wright, J. (2015). Connecting an open classroom climate to social movement citizenship: A study of 8th graders in Europe using IEA ICCS data. The Journal of Social Studies Research. 39(4), 255-269.

McCafferty-Wright, J. (2014). Just geography: A book review of Geography and Social Justice in the Classroom. The Journal of Social Studies Research. Review of Geography and social justice in the classroom (2013), edited by T. Kenreich. New York, NY: Routledge. Journal of Social Studies Research, 38(4).

Palmer, C. T., Wright, J., Wright, S. A., Cassidy, C., VanPool, T. L., & Coe, K. (2006). The many manipulations of Morty Mouse: Children’s stories and the parental encouragement of altruism. Journal of Anthropological Research, 62(2), 235-257.


McCafferty-Wright, J. Cultural bombs and dangerous classes: Social studies education as state apparatus in the War on Terror.

McCafferty-Wright, J. Teaching for critically engaged denizenship: Lessons from Morocco on naïve notions of citizenship and an empowered other civic status.

McCafferty-Wright, J. “It changes me from nothing to something”: Identifying educative-psychic violence in a counterterrorism program for nonelite youths.


Interviewed. Mason, R. (2016). Bringing the world to the classroom: U.S. teachers abroad. HuffPost Education.

McCafferty-Wright, J. (2014). Five tips for teaching with critical popular media. Invited guest blog. International Research and Exchanges Board.

Interviewed. Rural Schools and Community Trust (2013). 2013 Global Teacher Fellows share experiences: We are all connected. Rural Policy Matters, 15(6).


Graduate Research Assistant, Antonio J. Castro, PhD, University of Missouri: College of Education, Social Studies Education. Designed and implemented research models for two projects related to civic engagement among preservice teachers and international civic education NGOs.

Graduate Assistant, Norma Jackson, JD, University of Missouri; College of Education, Office of Graduate Services and Initiatives. Coordinated workshops and programs for graduate students in the College of Education.

Research Assistant. Craig Palmer, PhD, University of Colorado at Colorado Springs; Anthropology Department. Designed and implemented research models; entered, coded, and analyzed data; researched the ethnographic record, prepared charts and co-authored presentations and publications.

Research Assistant, University of Colorado at Colorado Springs; Center for Educational Research. Prepared and presented assessment reports to human service organizations, proofread grant proposals, entered and analyzed data, and assessed and developed vocational skills for participants requiring a supported work environment.

Research Assistant, Linda K. Watts, PhD, University of Colorado at Colorado Springs; Anthropology Department. Transcribed narratives from indigenous peoples of the U.S.

Dr. Jennice McCafferty-Wright Profile Profile

Twitter: @JenniceMWright