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Christie L. Maloyed

Associate Professor of Political Science, Associate Dean of Liberal Arts, University of Louisiana at Lafayette

About Christie

Maloyed's research focuses on civic education, civic engagement, and local government. Overarching themes in Maloyed's writings include the role of habits as a foundation for democratic education, instructional methods to encourage democratic practice, and involvement in local government. Her forthcoming book, The Party is Over: The New Louisiana Politics, (co-editor Pearson Cross, LSU Press, Spring 2022), provides a comprehensive reassessment of Louisiana state politics, from institutions to politics to policy. Maloyed serves as the voter services chair for the League of Women Voters-Lafayette.

In the News

Quoted by Dan Bordreaux in "With Lafayette Charter Amendments Set for December Ballot, Battle Looms over Council Split," The Advocate, August 8, 2018.
Guest on Bayou to Beltway: KRVS 88.7 FM, May 9, 2018.
Guest on Bayou to Beltway: KRVS 88.7 FM, February 14, 2018.
Quoted by Tanner Kahler in "UNK Students Encourage Each Other to Vote," Nebraska TV, October 31, 2014.


"Place-Based Civic Education and the Rural Leadership Crisis" (with J. Kelton Williams). Great Plains Research 23 (2013): 127-135.
Argues that the mass out-migration of rural youth in the Great Plains and the pending leadership crisis could be ameliorated by implementing more placed-based civics curricula in K-12 schools.
"Reverend John Witherspoon’s Pedagogy of Leadership" (with J. Kelton Williams). American Educational History Journal 39, no. 2 (2013): 349-364.

Shows that the Rev. John Witherspoon was able to transform the College of New Jersey (now Princeton University) into a leading institution by focusing on civic pedagogies that emphasized public service as a noble pursuit.

"Much Ado about Texas: Civics in the Social Studies Curriculum" (with J. Kelton Williams). The History Teacher 47, no. 1 (2013): 25-40.
Demonstrates that the controversial 2010 reforms to the Texas social studies curriculum were used primarily as a tool for political-position taking and ignored pedagogical realities.