PAUL G. SAUBERER

I’m Paul Sauberer—a former K–12 social studies teacher turned doctoral researcher, currently working toward my Ph.D. in Curriculum and Instruction (Social Science Education) at the University of South Florida.

​

Before stepping into academia, I spent over a decade in middle and high school classrooms teaching everything from U.S. History and Civics to Holocaust Studies and Ancient History. Those years shaped how I think about education—not just as content delivery, but as a space where students learn to question, connect, and make sense of the world around them.

​

Along the way, I also worked as a social studies coach and learning team facilitator, supporting other teachers in building engaging, meaningful classrooms. Whether it was helping design curriculum, serving on textbook adoption committees, or collaborating on school-wide initiatives, I’ve always been drawn to the bigger picture of how social studies is taught—and why it matters.

​

Now, my work lives at the intersection of social studies education, teacher preparation, and social justice. I’m especially interested in how teachers navigate what gets taught, what gets left out, and how we can better prepare educators to engage with complex, often “difficult” histories. My research and writing focus on challenging dominant narratives and expanding what counts as meaningful social studies education.

​

I’ve been fortunate to share this work through publications, conference presentations, and collaborations with educators across the country. But at the core of it all, I still see myself as a teacher—just in a different space.

Outside of research and teaching, I stay connected to the field through professional organizations, community work, and ongoing collaboration with educators.