Susan Jean Mayer studies and supports curricular approaches that promote broad democratic deliberation and collaboration in schools, at both the classroom and professional development levels. Much of the critical and imaginative thinking that should unfold within schools currently occurs off site, entering the classroom in the form of mandates and forgone conclusions. Both teachers and students must be granted greater intellectual authority to develop lines of thought that may be experienced as relevant and meaningful within a particular school or classroom.

In her research, Susan employs discourse study and analysis as central tools for investigating the ways in which content understandings are generated in classroom discussions. Susan’s work has focused on curricular formats and teaching styles that engage students in a serious collaborative consideration of some aspect of the world. One of her central aims is to help make this quality of learning experience available to all students regardless of socio-cultural context and prior academic performance.