UNC School of Education

Faculty

>> Trier, James
“A typical American film, naïve and silly, can ─ for all its silliness and even by means of it ─ be instructive . . . I have often learnt a lesson from a silly American film.” – Ludwig Wittgenstein “The signature of the situationist movement, the sign of its presence and contestation in contemporary cultural reality . . . is first of all the use of detournement.” – Guy Debord

>> Trier, James

“A typical American film, naïve and silly, can ─ for all its silliness and even by means of it ─ be instructive . . . I have often learnt a lesson from a silly American film.” – Ludwig Wittgenstein

“The signature of the situationist movement, the sign of its presence and contestation in contemporary cultural reality . . . is first of all the use of detournement.” – Guy Debord

Title	Associate Professor of English Education Coordinator of Master of Arts in Teaching Program
Telephone/ Fax/ Email	T 919.843.4627 F 919.962.1533 jtrier@email.unc.edu
Office/CB	212A Peabody Hall CB 3500
Bio	After a career as a secondary English teacher, James Trier joined the faculty of the School of Education in 2001 as an assistant professor of English education. He teaches English theory and methods courses in the Master of Arts in Teaching Program and a course titled “Cultural Studies in Education” in the Culture, Curriculum and Change Program.
Educational Background	Ph.D. 2001 - University of Wisconsin-Madison, Curriculum and Instruction
Research Interests	English Education Cultural Studies Curriculum History and Theory
Teaching Areas	English Education Master of Arts in Teaching program Culture, Curriculum and Change
Honors & Awards
Funded Research
Selected Professional Affiliations	American Educational Research Association (AERA) National Council of Teachers of English (NCTE)
Public Service
Selected Publications	Trier, J. (2006). “Representations of Critical Media Literacy in the Film Pump Up the Volume.” 49(7), 622-625. Trier, J. (2006). “Reconceptualizing Literacy through a Discourses Perspective by Analyzing Literacy Events Represented in Films about Schools.” Journal of Adolescent and Adult Literacy, 49(6), 510-523. Trier, J. (2005). "Teaching with Media and Popular Culture." Journal of Adolescent and Adult Literacy, 49(5), 434-438. Trier, J. (2005). "Pedagogy of the Obsessed." Journal of Adolescent and Adult Literacy, 49(3), 238-241. Trier, J. (2005). "Sordid Fantasies: Reading Popular Culture 'Inner City' School Films as Racialized Texts with Pre-service Teachers." Race, Ethnicity, and Education, 8(2), 171-189. Trier, J. (2004). "Detournement as Pedagogical Praxis." Journal of Thought, 39(4), 35-52. Trier, J. (2003). "Designing School Film 'Videocollages' As Pedagogical Texts in Preservice Education." Taboo: The Journal of Culture and Education, 7(1), 31-46. Trier, J. (2003). "Inquiring Into 'Techniques of Power' with Preservice Teachers through the 'School Film' The Paper Chase." Teaching and Teacher Education, 19(5), 543-557. Trier, J. (2003). "School film 'Videocompilations' as Pedagogical Texts in Preservice Education." Journal of Curriculum Theorizing, 19(1), 125-147. Trier, J. (2002). "Exploring the Concept of 'Habitus' with Preservice Teachers." Interchange, 33(3), 237-260. Trier, J. (2001). "The Cinematic Representation of the Personal and Professional Lives of Teachers." Teacher Education Quarterly. 28(3), 127-142. Trier, J. (2001). "Challenging the Cinematic Construction of Literacy with Preservice Teachers." Teaching Education, 12(3), 301-314.
Selected Presentations

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