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About James
James Akenson serves as Professor in the Department of Curriculum and Instruction within the College of Education at Tennessee Technological University. He specializes in teacher education, instructing elementary and secondary social studies methods courses, alongside graduate-level offerings in social studies, educational issues, and country music. Akenson's pedagogical approach integrates cultural elements, particularly country and southern roots music, to enhance social studies instruction for future educators. His research interests encompass elementary social studies curriculum development, the incorporation of country music into K-12 classrooms, and contemporary issues in education. Throughout his tenure, Akenson has demonstrated a commitment to innovative teaching practices that make abstract concepts accessible and engaging for students.
Akenson maintains active involvement in professional organizations, including the Tennessee Council for the Social Studies, and holds the position of Co-Chair for the International Country Music Conference. He has mentored doctoral candidates, notably serving as advisor to Randal Williams for the Ph.D. dissertation 'The Dichotomy of the Sacred and the Profane in Early Country Music,' which he praised as the first in-depth exploration of the topic. In acknowledgment of his enduring contributions to the university, Akenson carried the mace as official macebearer during Tennessee Technological University's Fall 2025 commencement ceremonies. His scholarly output includes co-editing 'The Women of Country Music: A Reader' with Charles K. Wolfe, contributing the chapter 'Teaching About Women in Country Music,' and publishing 'The Expanding Environments and Elementary Education: A Critical Perspective' in Social Education (1989). Additional works feature in Country Music Annual 2000 and contributions to Theory and Research in Social Education. Akenson's efforts have influenced the integration of popular culture into social studies pedagogy, fostering interdisciplinary approaches in teacher preparation.
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