- 1600 Woodland Rd
Abington, PA 19001
Boni Wozolek
Penn State Abington, Education, Faculty Member
- Dr. Boni Wozolek is the Director of Inclusive Excellence at Penn State University, Abington College, where she is als... moreDr. Boni Wozolek is the Director of Inclusive Excellence at Penn State University, Abington College, where she is also an Associate Professor of Education. Her work considers questions of social justice, qualitative research methods, and teaching practices that focus on the examination of race, sexual orientations, and gender identities (and their multiple forms of expression) across educational contexts. Dr. Wozolek is most recently the recipient of the 2020 “Best Paper Award” from Educational Studies: A Journal of the American Educational Studies Association, the 2021 Early Career Award from the Critical Issues in Curriculum and Cultural Studies special interest group of the American Educational Research Association, and a 2021 recipient of a Critics Choice Book Award for her first book, Assemblages of Violence in Education: Everyday Trajectories of Oppression. Dr. Wozolek has two forthcoming books: Black Lives Matter in US Schools: Race, Education, and Resistance (edited, SUNY Press, 2022), and a second monograph, Educational Necropolitics: A Sonic Ethnography of Everyday Racism in U.S. Schools (Routledge, 2023). In addition to her special issue with GLQ: A Journal of Lesbian and Gay Studies, Dr. Wozolek has two forthcoming special issues. One is focused on sound(ed) trauma and education and will be published in the Journal of Curriculum Theorizing (2023). The second is in press with the International Journal of Qualitative Studies in Education (2022) on what she has named "queer battle fatigue." Recent publications by Dr. Wozolek include contributions to Educational Studies, Cultural Studies<>Critical Methodologies, The Urban Review, the Journal of LGBT Youth, the Journal of Gender Studies, and The Journal of Curriculum Pedagogy. Alongside her publications, grants, and teaching responsibilities, Dr. Wozolek is the incoming secretary for Division B (Curriculum Studies) of the American Educational Research Association, the associate editor for the Journal of Educational Foundations, and a section editor for the Journal of Curriculum Theorizing.edit
- Walter S. Gershon, (lead chair) School of Teaching, Learning & Curriculum Studies, Kent State University, James G. Henderson, (co-chair) School of Teaching, Learning & Curriculum Studies, Kent State University, Amoaba Gooden, Pan-African Studies, Kent State University, Anneli Frelin, Curriculum and Instruction, University of Gävle, Sweden edit
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Using grief as a node of beginning, this paper considers how all qualitative writing is an intra-action through which the process of engaging with one's memory, remembering, and collective memory co-constitutes subjectivities and agency... more
Using grief as a node of beginning, this paper considers how all qualitative writing is an intra-action through which the process of engaging with one's memory, remembering, and collective memory co-constitutes subjectivities and agency within and across the writing process. Therefore, this paper argues that through writing qualitatively, both the author, as well as broader sociopolitical norms and values be and become in ways that are worth our attention and intention as researchers and participants in local and less local contexts.
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Tenure and promotion, regardless of context, can be an anxiety-filled experience for many scholars. Thinking along the intersections of a data-driven tenure and promotion process at a large state institution, this paper conceptualizes the... more
Tenure and promotion, regardless of context, can be an anxiety-filled experience for many scholars. Thinking along the intersections of a data-driven tenure and promotion process at a large state institution, this paper conceptualizes the curriculum of metrics as it emerges from the author's critical feminist autobiographical narrative. This curriculum, like many dialogues in the field of curriculum studies, carefully considers the iterative and recursive nature of curricula that are imbricated with local and less local sociopolitical and cultural norms and values. Finally, this paper argues that the curriculum of metrics, like all curricula, is agential in that it forms and informs sociopolitical and cultural norms and values across the academy by emphasizing measurement over a prolonged engagement with ideas.
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Thinking critically about a student's arrest at Bishop High School, this chapter considers how the confluence of technology (e.g., Twitter and recording devices) was significant in a moment that deeply impacted Black and brown students’... more
Thinking critically about a student's arrest at Bishop High School, this chapter considers how the confluence of technology (e.g., Twitter and recording devices) was significant in a moment that deeply impacted Black and brown students’ ontoepistemologies. The flashpoint described is twofold. On the one hand, it attends to how marginalized students’ ways of being, knowing, and doing are educationally choked and lynched through what the author has named “educational necropolitics” as a way to exert sociopolitical control over minoritized students and communities. On the other, this chapter attends to technological flashpoints in research, thinking critically about sonic ethnography as one way to allow minoritized student voices and experiences to be heard in both educational research and in a space where they too often feel silenced – in school.
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Authors: Rosemary Claire Roden, MD, Marley Billman, BS, Angelea Francesco, BS, Robert Mullin, DO, Christelle Tassi, BS, Boni Wozolek, PhD, Brandyn Heppard, PhD, Jamal Essayli, PhD, Heather Stuckey-Peyrot, DEd Full paper can be accessed... more
Authors: Rosemary Claire Roden, MD, Marley Billman, BS, Angelea Francesco, BS, Robert Mullin, DO, Christelle Tassi, BS, Boni Wozolek, PhD, Brandyn Heppard, PhD, Jamal Essayli, PhD, Heather Stuckey-Peyrot, DEd
Full paper can be accessed here: https://publications.aap.org/pediatrics/article/doi/10.1542/peds.2023-062202/196235/Treatment-Goals-of-Adolescents-and-Young-Adults
OBJECTIVES: With this study, we aim to describe transgender and nonbinary adolescents and young adults' stated gender treatment goals at the time of initial presentation to medical care. METHODS: This is a retrospective chart review of transgender and nonbinary patients aged 10 to 24 seeking specific gender-affirming health care. Charts were reviewed for specifically stated goals of future hormonal or surgical care for gender and analyzed by the experienced or asserted gender (man, woman, nonbinary, eclectic) of participants. RESULTS: In total, 176 patient encounters were reviewed. Of these, 71% were assigned female at birth. Most participants experienced a masculine gender (46.6%), identified as white (65.3%), and had private health insurance (73.3%). Most patients had a goal of initiating hormone therapy (97.4%) and eventual surgery (87.1%). Of those who had a surgical goal, most (87.5%) desired surgery of the chest or breast, and a minority (29.3%) desired eventual genital surgery. The second-largest gender group was patients who either declined to state an asserted gender or felt unable to describe their gender experience (eclectic, 23.3%), and this group's treatment goals did not mirror any other group's goals. CONCLUSIONS: At the time of initial presentation to medical care for gender-specific needs, many adolescents are capable of asserting specific treatment goals. Most do not desire genital surgery. A large minority of patients decline to state an asserted gender or feel unable to assert a specific gender, and this population appears distinct from more traditional genders in terms of treatment goals.
Full paper can be accessed here: https://publications.aap.org/pediatrics/article/doi/10.1542/peds.2023-062202/196235/Treatment-Goals-of-Adolescents-and-Young-Adults
OBJECTIVES: With this study, we aim to describe transgender and nonbinary adolescents and young adults' stated gender treatment goals at the time of initial presentation to medical care. METHODS: This is a retrospective chart review of transgender and nonbinary patients aged 10 to 24 seeking specific gender-affirming health care. Charts were reviewed for specifically stated goals of future hormonal or surgical care for gender and analyzed by the experienced or asserted gender (man, woman, nonbinary, eclectic) of participants. RESULTS: In total, 176 patient encounters were reviewed. Of these, 71% were assigned female at birth. Most participants experienced a masculine gender (46.6%), identified as white (65.3%), and had private health insurance (73.3%). Most patients had a goal of initiating hormone therapy (97.4%) and eventual surgery (87.1%). Of those who had a surgical goal, most (87.5%) desired surgery of the chest or breast, and a minority (29.3%) desired eventual genital surgery. The second-largest gender group was patients who either declined to state an asserted gender or felt unable to describe their gender experience (eclectic, 23.3%), and this group's treatment goals did not mirror any other group's goals. CONCLUSIONS: At the time of initial presentation to medical care for gender-specific needs, many adolescents are capable of asserting specific treatment goals. Most do not desire genital surgery. A large minority of patients decline to state an asserted gender or feel unable to assert a specific gender, and this population appears distinct from more traditional genders in terms of treatment goals.
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This foreword is from the book, Toward a Stranger & More Posthuman Social Studies, edited by Bretton A. Varga, Timothy Monreal, and Rebecca C. Christ.
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**This is just a preview. To read the rest of the chapter, please go to https://www.sciencedirect.com/science/article/pii/B9780128186305110085?via%3Dihub Abstract: In their contemporary forms, both queer theory and qualitative research... more
**This is just a preview. To read the rest of the chapter, please go to https://www.sciencedirect.com/science/article/pii/B9780128186305110085?via%3Dihub
Abstract: In their contemporary forms, both queer theory and qualitative research can disrupt sociocultural and political forms of oppression. However, historically, both fields have, while perhaps unintentionally, reinforced the very norms and values that they worked to resist and refuse. This chapter traces the contours of both queer theory and qualitative research while thinking about how they have formed and informed each other across theoretical and practical spaces and places. Finally, this chapter considers how queering qualitative research can be significant in doing exactly what it proports—to engender and maintain spaces of equity and access for lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, two-spirit, among others (LGBTQIA2S++) people and communities.
Abstract: In their contemporary forms, both queer theory and qualitative research can disrupt sociocultural and political forms of oppression. However, historically, both fields have, while perhaps unintentionally, reinforced the very norms and values that they worked to resist and refuse. This chapter traces the contours of both queer theory and qualitative research while thinking about how they have formed and informed each other across theoretical and practical spaces and places. Finally, this chapter considers how queering qualitative research can be significant in doing exactly what it proports—to engender and maintain spaces of equity and access for lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, two-spirit, among others (LGBTQIA2S++) people and communities.
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Using a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in education and curriculum... more
Using a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in
education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in
terms of Western privileging of the ocular.
education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in
terms of Western privileging of the ocular.
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Wozolek, B. (2022). Marginalized by intersectionality: Teachers of color participating in assemblages of violence. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color (pp.617-625). American Educational... more
Wozolek, B. (2022). Marginalized by intersectionality: Teachers of color participating in assemblages of violence. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color (pp.617-625). American Educational Research Association.
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Wozolek, B., Irizarry, J. & Brockenbrough, E. (2022). Intersectional cartographies: Tracing the contours of the margins. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color (pp.549-556). American Educational... more
Wozolek, B., Irizarry, J. & Brockenbrough, E. (2022). Intersectional cartographies: Tracing the contours of the margins. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color (pp.549-556). American Educational Research Association.
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Full issue included: The Journal of Educational Foundations Volume 35, Number 1, 2022 Contents Introduction............................................................................. 3 Nicholas D. Hartlep, Jameson Brewer, & Boni... more
Full issue included:
The Journal of Educational Foundations
Volume 35, Number 1, 2022
Contents
Introduction............................................................................. 3
Nicholas D. Hartlep, Jameson Brewer, & Boni Wozolek
Critical Race Theory Panel Discussion................................. 5
Bryan McKinley Jones Brayboy, Hope Smith Davis,
Nicholas Hartlep, Marvin Lynn, & Teresa Sosa
A Pouring Into
Theorizing Black Women’s Educational Leadership
Through the Afrocentric Epistemological Lens............................... 33
Lisa Maria Grillo, Sosanya Jones,
Melody Andrews, & Lyndsie Whitehead
Critical, Interconected Approaches
to Professional Engagements................................................ 52
Vidya Shah
Teacher Don’t Teach Me Nonsense
Decolonializing Cinco de Mayo and Sherpa
Cultural Appropriations..............................................................80
Binaya Subedi & Luis Fernando Macias
Assessing Teachers’ Cultural Competency....................... 108
Suha Hamdan & Roland Sintos Coloma
Remembering Boris Badenov and Natasha Fatale
Teaching the “Language of the Enemy” in U.S. Public Schools....... 129
Timothy Reagan
Emphatically Our Battle
A Content Analysis of the African Free School of New York City
Curriculum, 1787-1840............................................................. 148
Katherine A. Perrotta & Tiffany McBean Rainey
A Review of Bettina Love’s We Want to Do More Than Survive........186
Reviewed by Kyle Chong
A Review of Cristina Viviana Groeger’s The Education Trap..........193
Reviewed by Neil Dhingra
Family History in Black and White by Christine Sleeter.................. 199
Reviewed by Simona Goldin
A Review of Critical Geographies of Education by Robert Helfenbein.. 204
Reviewed by Daniel S. Szokoly
The Journal of Educational Foundations
Volume 35, Number 1, 2022
Contents
Introduction............................................................................. 3
Nicholas D. Hartlep, Jameson Brewer, & Boni Wozolek
Critical Race Theory Panel Discussion................................. 5
Bryan McKinley Jones Brayboy, Hope Smith Davis,
Nicholas Hartlep, Marvin Lynn, & Teresa Sosa
A Pouring Into
Theorizing Black Women’s Educational Leadership
Through the Afrocentric Epistemological Lens............................... 33
Lisa Maria Grillo, Sosanya Jones,
Melody Andrews, & Lyndsie Whitehead
Critical, Interconected Approaches
to Professional Engagements................................................ 52
Vidya Shah
Teacher Don’t Teach Me Nonsense
Decolonializing Cinco de Mayo and Sherpa
Cultural Appropriations..............................................................80
Binaya Subedi & Luis Fernando Macias
Assessing Teachers’ Cultural Competency....................... 108
Suha Hamdan & Roland Sintos Coloma
Remembering Boris Badenov and Natasha Fatale
Teaching the “Language of the Enemy” in U.S. Public Schools....... 129
Timothy Reagan
Emphatically Our Battle
A Content Analysis of the African Free School of New York City
Curriculum, 1787-1840............................................................. 148
Katherine A. Perrotta & Tiffany McBean Rainey
A Review of Bettina Love’s We Want to Do More Than Survive........186
Reviewed by Kyle Chong
A Review of Cristina Viviana Groeger’s The Education Trap..........193
Reviewed by Neil Dhingra
Family History in Black and White by Christine Sleeter.................. 199
Reviewed by Simona Goldin
A Review of Critical Geographies of Education by Robert Helfenbein.. 204
Reviewed by Daniel S. Szokoly
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Critical Whiteness Studies (CWS) can be a significant tool to dismantle white supremacy in educational contexts. However, the authors argue that without attending to the forms of curriculum as they are entangled across systems of... more
Critical Whiteness Studies (CWS) can be a significant tool to dismantle white supremacy in educational contexts. However, the authors argue that without attending to the forms of curriculum as they are entangled across systems of schooling, CWS can reinscribe the very forms of whiteness it seeks to disrupt. Identifying as a queer, Brown assistant professor of education and a Black undergraduate student who recently finished her studies, this paper uses a duo-ethnographic approach to examine what the authors call an "enacted curriculum of whiteness." Through their respective narratives, the authors explore how students and faculty bracketed CWS, often identifying CWS as a part of the formal curriculum while using the enacted curriculum to defend and maintain normalized racism. The authors argue that alongside CWS in teacher preparation, an emphasis on curriculum studies is critical to resisting the "nice white lady" phenomenon that often infects teacher preparation and, eventually, K-12 schools.
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Wozolek, B. & Huddleston, G. (2022). A curriculum of conflation: Using space and place to tell Big Little Lies. In D. Friedrich, J. Corson, and D. Hollman (Eds.), Pop culture and curriculum, assemble!: Exploring the limits of curricular... more
Wozolek, B. & Huddleston, G. (2022). A curriculum of conflation: Using space and place to tell Big Little Lies. In D. Friedrich, J. Corson, and D. Hollman (Eds.), Pop culture and curriculum, assemble!: Exploring the limits of curricular humanism through pop culture (pp. 191-214). Dio Press.
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Serving as an introduction to a special issue, this paper traces the contours of queer battle fatigue as it relates to educational research.
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Troubling longstanding histories in elementary education that tend to value and prioritize asexual pedagogical approaches for fear of children losing their innocence, this paper argues the curricular and intra-personal necessity for... more
Troubling longstanding histories in elementary education that tend to value and prioritize asexual pedagogical approaches for fear of children losing their innocence, this paper argues the curricular and intra-personal necessity for schools to attend to and include LGBTQIA2S+ voices and perspectives across the forms of curriculum. Using a narrative inquiry study that foregrounds the experiences of a 19-year-old college student as he reflects on his experiences with queer-bias at an early age and the exhaustion he endured from various forms of exclusion, the implications for this paper are significant in that they consider not only how curriculum studies should be central to all teacher preparation but also how elementary curricula could be queered.
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As the twentieth anniversary of 9/11 approaches, we contemplate and reflect on the current social/political imagination of terror(ism) and U.S./Canadian patriotism. For educators seeking to unpack 9/11 and its reverberations, it is... more
As the twentieth anniversary of 9/11 approaches, we
contemplate and reflect on the current social/political
imagination of terror(ism) and U.S./Canadian patriotism. For educators seeking to unpack 9/11 and its reverberations, it is important to highlight Islamophobic and anti-Muslim racism, discrimination, prejudice, and violence, as well as to consider Muslim students’ lived experiences. (Re)thinking about whose voices are included (or not) within the nexus of sociopolitical power is an important step toward justice and then rapprochement within and beyond the classroom. We consider this assemblage of articles to be a distinctly communal effort that responds to and attempts to disrupt the (perpetual) echoes of terror(ism) which became amplified by/through the events of 9/11.
contemplate and reflect on the current social/political
imagination of terror(ism) and U.S./Canadian patriotism. For educators seeking to unpack 9/11 and its reverberations, it is important to highlight Islamophobic and anti-Muslim racism, discrimination, prejudice, and violence, as well as to consider Muslim students’ lived experiences. (Re)thinking about whose voices are included (or not) within the nexus of sociopolitical power is an important step toward justice and then rapprochement within and beyond the classroom. We consider this assemblage of articles to be a distinctly communal effort that responds to and attempts to disrupt the (perpetual) echoes of terror(ism) which became amplified by/through the events of 9/11.
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Using the author's personal experiences as a Brown woman living in the United States after September 11, this paper uses post-9/11 violence enacted against Brown citizens to consider the nuances of necropolitics. Specifically, this paper... more
Using the author's personal experiences as a Brown woman living in the United States after September 11, this paper uses post-9/11 violence enacted against Brown citizens to consider the nuances of necropolitics. Specifically, this paper argues that too often everyday acts of violence, such as gaslighting, are central mechanisms of necropolitical control. Frequently, these normalized aggressions make relegating people to the status of the living dead possible. Finally, this paper argues that necropolitics emerges from intra-actions, often causing the ontoepistemological death for communities of color in general and, in this case, Brown people in a physically and psychologically violent post-9/11 United States.
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Critical geography, as it is studied in North America and parts of Europe, has been growing since the 1970s. However, focusing on gender, sexual orientation, race, home language, or the like, was not a primary concern of the field until... more
Critical geography, as it is studied in North America and parts of Europe, has been growing since the 1970s. However, focusing on gender, sexual orientation, race, home language, or the like, was not a primary concern of the field until the mid-1980s. As radical critical geography shifted toward cultural and critical geography, marginalized voices could be heard in and across the field in local and less-local contexts. As critical geography began to intersect with education in the mid-1990s, it became a tool for studying marginalization across layers of scale. Fields of geography are impacted as much by contemporary sociopolitical dialogues as they are by educational research and its related historical boundaries and borders. Finally, it is significant to consider what a critical gender-queer geography might mean as the field continues to grow.
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This article argues that chosen family structures are critical for LGBTQ+ youth of color. Further, it articulates the inherent sense of agency that is found in choosing a family-something that not only shapes young ways of being, knowing,... more
This article argues that chosen family structures are critical for LGBTQ+ youth of color. Further, it articulates the inherent sense of agency that is found in choosing a family-something that not only shapes young ways of being, knowing, and doing but impacts their ability to resist toxic cultural norms that all too often position students for the school-to-prison and school-to-coffin pipelines. Finally, this article argues that schools should attend more closely to chosen family structures and find ways to include them in school culture to better sustain students, classrooms, and communities of color. Davonte 1 : When I came out, I lost my family. Seriously, I lost them. I was kicked out. I had to build a new family. It was sad but also kind of cool because I got to pick the people who love me.
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Curriculum studies is a field that addresses the sociopolitical, historical, and cultural norms and values that impact the classrooms and corridors of schools and their interrelated systems of schooling. Questions of curricula, the formal... more
Curriculum studies is a field that addresses the sociopolitical, historical, and cultural norms and values that impact the classrooms and corridors of schools and their interrelated systems of schooling. Questions of curricula, the formal (what is meant to be taught), the null (what is not taught), the enacted (what is learned through interactions), and the hidden (what is learned through cultural norms) are significant to curriculum studies and are entangled with local and less local histories, politics, and cultures. Sociocultural precepts such as race, gender, and sexual orientation are therefore enmeshed with these forms of curriculum. The study of how race, gender, and sexual orientation are related is therefore at once historical and contemporary in its significance. To understand the relationship between these ideas is to follow lines from Title IX, the Meriam Report, the exclusion of certain terms from the Diagnostic and Statistical Manual, redlining, and other significant national policies and practices that impact schools and the curriculum. Finally, while it may be easy to falsely split questions of race from questions of gender or sexual orientation, an attention to how intersectional identities impact the curriculum becomes especially significant to disrupting colonial, sexist, racist, homophobic, and transphobic norms and values that often render the female body as property of the cis-hetero patriarchy. Within these intersectional dialogues, curriculum studies scholars often find the important tools for dismantling and discussing normalized marginalization in schools and across systems of schooling as they touch and are touched by local and less local communities.
Citation: Wozolek, B. (2020). Intellectual Gatekeepers: Reclaiming Black Queer Youth as the Public. In T.C. Wells, D.L. Carlson, & M. Koro (Eds.), Intra-public Intellectualism: Critical Qualitative Inquiry in the Academy (pp. 119-136).... more
Citation:
Wozolek, B. (2020). Intellectual Gatekeepers: Reclaiming Black Queer Youth as the Public. In T.C. Wells, D.L. Carlson, & M. Koro (Eds.), Intra-public Intellectualism: Critical Qualitative Inquiry in the Academy (pp. 119-136). Gorham, ME: Myers Education Press.
Wozolek, B. (2020). Intellectual Gatekeepers: Reclaiming Black Queer Youth as the Public. In T.C. Wells, D.L. Carlson, & M. Koro (Eds.), Intra-public Intellectualism: Critical Qualitative Inquiry in the Academy (pp. 119-136). Gorham, ME: Myers Education Press.
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jabbedu.com/show12 The Jabbedu Education Podcast is a show that works to bridge the gap between educational research and classroom practice. We interview leading researchers, professionals, and educators to bring you the most relevant... more
jabbedu.com/show12
The Jabbedu Education Podcast is a show that works to bridge the gap between educational research and classroom practice. We interview leading researchers, professionals, and educators to bring you the most relevant and up-to-date information in the field of education, psychology and leadership. We strive to provide you with the best evidence-based strategies that you can use in your classroom tomorrow. Join us every Monday during the school year as we dive into the latest findings!
The Jabbedu Education Podcast is a show that works to bridge the gap between educational research and classroom practice. We interview leading researchers, professionals, and educators to bring you the most relevant and up-to-date information in the field of education, psychology and leadership. We strive to provide you with the best evidence-based strategies that you can use in your classroom tomorrow. Join us every Monday during the school year as we dive into the latest findings!
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Grounded in two collaborative interpretive studies—one with women in India who were survivors of domestic violence, and another with queer youth and youth of color in the Midwest who were survivors of sexual assault—this paper argues that... more
Grounded in two collaborative interpretive studies—one with
women in India who were survivors of domestic violence, and
another with queer youth and youth of color in the Midwest who
were survivors of sexual assault—this paper argues that there is a
hidden curriculum of violence. This curriculum of violence can be
traced through affective resonances that exist within an assemblage
of violence. Powerfully enacted on the bodies of women and girls
and their ways of being, these lessons occur across contexts, from
the classroom through the communities where they are learned. This
is significant because victims/survivors of such violence are often
working to exercise their available power within a set of agentic contingencies that reify oppression, making it difficult to surmount normalized aggressions that are ultimately understood as businessas-
usual.
women in India who were survivors of domestic violence, and
another with queer youth and youth of color in the Midwest who
were survivors of sexual assault—this paper argues that there is a
hidden curriculum of violence. This curriculum of violence can be
traced through affective resonances that exist within an assemblage
of violence. Powerfully enacted on the bodies of women and girls
and their ways of being, these lessons occur across contexts, from
the classroom through the communities where they are learned. This
is significant because victims/survivors of such violence are often
working to exercise their available power within a set of agentic contingencies that reify oppression, making it difficult to surmount normalized aggressions that are ultimately understood as businessas-
usual.
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This chapter on middle school ethnographies presents an overview of the methodology’s central principles and practices. The purpose of ethnography is to understand what is sensible within local contexts, how local interactions and... more
This chapter on middle school ethnographies presents an overview of the methodology’s central principles and practices. The purpose of ethnography is to understand what is sensible within local contexts, how local interactions and relationships fit into broader culture, and the ways in which each place and space is nonetheless unique in spite of commonalities across ecologies. Ethnographies that focus on schooling are central to understanding how sociocultural norms and values operate in and between classrooms, corridors, and communities, understandings that, in turn, impact young people’s ways of being and knowing. Such information—along with how ideas and ideals influence all people in schools, including staff, teachers, and administrators—is significant because more deeply understanding complex relations between people, places, and ideas, is a strong foundation for more just and equitable schooling.
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Queer theory is a tool that can be used to re-consider sociopolitical, historical, and cultural norms and values. Similarly, in qualitative research, queer theory tends to analyze the narratives of LGBTQ+ people and groups in ways that... more
Queer theory is a tool that can be used to re-consider sociopolitical, historical, and cultural norms and values. Similarly, in qualitative research, queer theory tends to analyze the narratives of LGBTQ+ people and groups in ways that seek to queer everyday experiences. Both the theoretical framework and the narratives collected and analyzed in qualitative research are significant to unpacking business-as-usual in and across sociocultural contexts. This is especially true for systems of schooling where LGBTQ+ people and groups are marginalized through schooling and schools, a process of exclusion that is detrimental to queer youth who are learning in spaces and places specifically designed against their ways of being and knowing. Through a review of the literatures across fields that use queer theory in qualitative research, this entry explores the implications of this work across layers of scale in educational contexts. From the academy to K-12 schools, qualitative research through the lens of queer theory is argued as a necessary part of queering the everyday in schools, especially as schooling is implicated as a place where LGBTQ+ students and groups reside at the intersection of historical marginalization that keeps the status quo and contemporary values that both interrupt and reify such histories.
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This sonic narrative builds off of audio files collected by the author that exemplify the author's experience through the sounds of parenting an infant. Upon analyzing the files themselves along with the experience of capturing particular... more
This sonic narrative builds off of audio files collected by the author that
exemplify the author's experience through the sounds of parenting an
infant. Upon analyzing the files themselves along with the experience of
capturing particular moments, the author argues that mothering is often
characterized by sheer joy that lives with a constant and consistent undercurrent of socioculturally driven senses of shame. This
paper argues that shame can be used as a form of capital rooted in
sociocultural norms to declare people and groups incompetent or impotent in their interactions, possibilities, and their ways of being, knowing, and doing. Like many forms of social capital, capitals of shame provides privilege to some at the expense of others. Using the example of mothers becoming m/others through shame as a means to maintain
patriarchal norms and values, this paper unpacks questions of oppression, agency, and refusal that are entangled in this form of capital.
exemplify the author's experience through the sounds of parenting an
infant. Upon analyzing the files themselves along with the experience of
capturing particular moments, the author argues that mothering is often
characterized by sheer joy that lives with a constant and consistent undercurrent of socioculturally driven senses of shame. This
paper argues that shame can be used as a form of capital rooted in
sociocultural norms to declare people and groups incompetent or impotent in their interactions, possibilities, and their ways of being, knowing, and doing. Like many forms of social capital, capitals of shame provides privilege to some at the expense of others. Using the example of mothers becoming m/others through shame as a means to maintain
patriarchal norms and values, this paper unpacks questions of oppression, agency, and refusal that are entangled in this form of capital.
Through an imagining of gender-queer space as a site that opens up a mesh of possibilities in schooling, this paper argues that a gender-queer hidden curriculum as enacted through a gender-queer space can be one possible corrective... more
Through an imagining of gender-queer space as a site that opens up a mesh of possibilities in schooling, this paper argues that a gender-queer hidden curriculum as enacted through a gender-queer space can be one possible corrective framework to the pervasive cis-norms and values that enact violence against queer, trans, and gender-fluid youth in schools. Using the respective authors’ counternarratives and an analysis found in dissensus, the authors argue that the sig- nificance of these spaces in as much about school safety as it is about unlearning normalized gender understandings in local and less local contexts.
Gaslighting is often discussed as an intentional set of interactions that are designed to leave the victim question her own sense of self and sanity. Through an autoethnographic counternarrative, this article argues that queerness is... more
Gaslighting is often discussed as an intentional set of interactions
that are designed to leave the victim question her own
sense of self and sanity. Through an autoethnographic counternarrative,
this article argues that queerness is gaslit through
schooling as both a process that is continually carried out and
a product that is socioculturally constructed. Under this framing,
the author explores the multiplicities of space that facilitate
gaslighting, from direct intentions with individuals to the insidious
norms and values that allow sociocultural business-as-usual
to play a distinct role in gaslighting queerness in schools.
that are designed to leave the victim question her own
sense of self and sanity. Through an autoethnographic counternarrative,
this article argues that queerness is gaslit through
schooling as both a process that is continually carried out and
a product that is socioculturally constructed. Under this framing,
the author explores the multiplicities of space that facilitate
gaslighting, from direct intentions with individuals to the insidious
norms and values that allow sociocultural business-as-usual
to play a distinct role in gaslighting queerness in schools.
Research Interests:
In this paper, educational pathways emerge from the nexus of ancient narratives and future possibilities. Such imaginings are as much attributed to African American intellectual traditions as to contemporary Afrofuturisms, including those... more
In this paper, educational pathways emerge from the nexus of ancient narratives and future possibilities. Such imaginings are as much attributed to African American intellectual traditions as to contemporary Afrofuturisms, including those born in histories of Blackness. The overlay of what was and what is not yet is significant because it engenders educational potentialities that are central to aesthetics and onto-epistemological wondering. The author uses seminal dialogues from scholars like Sojourner Truth, Mary McLeod Bethune and Anna Julia Cooper as a springboard for envisioning Afrofuturisms in which schooling functions to transgress the assemblages of violence and capital of shame that pervade classrooms and corridors contemporary education. Not unlike the call of Sylvia Wynter, Sun Ra, bell hooks, Octavia Butler and other Afrofuturist activists of the feminine, this paper (re)imagines schooling from the roots of its past and the future conditional they portend.
Research Interests:
Citation: Wozolek, B. (2018) In 8100 Again: The Sounds of Students Breaking, Educational Studies, DOI: 10.1080/00131946.2018.1473869 In this article, the author uses the sounds of schooling to explore LGBTQ youth experiences as they... more
Citation: Wozolek, B. (2018) In 8100 Again: The Sounds of Students Breaking, Educational Studies, DOI: 10.1080/00131946.2018.1473869
In this article, the author uses the sounds of schooling to explore LGBTQ youth experiences as they relate to self-harm and suicide. Although sounds-as-voice and representation is a well-trodden path in scholarly conversations, the author centers her argument on the significance of sounds in the daily lives of LGBTQ students. This is significant as literature predominantly focuses on the signs of suicide as physical and visual rather than residing in sounded epistemologies. Expanding on previous work on the school-to-coffin pipeline, this article theorizes the sounds of students breaking to explore youth suicide and self-harm as they are nested in the everyday interactions of classrooms and corridors. Using a combination of personal narrative and interviews from a year-long sonic ethnography, the author explores how sounds are an important part of the school-to-coffin pipeline for LGBTQ youth and should therefore be regarded as a significant tool for unpacking some of the darkest experiences and notions learned through schooling- depression, self-harm, and suicide.
In this article, the author uses the sounds of schooling to explore LGBTQ youth experiences as they relate to self-harm and suicide. Although sounds-as-voice and representation is a well-trodden path in scholarly conversations, the author centers her argument on the significance of sounds in the daily lives of LGBTQ students. This is significant as literature predominantly focuses on the signs of suicide as physical and visual rather than residing in sounded epistemologies. Expanding on previous work on the school-to-coffin pipeline, this article theorizes the sounds of students breaking to explore youth suicide and self-harm as they are nested in the everyday interactions of classrooms and corridors. Using a combination of personal narrative and interviews from a year-long sonic ethnography, the author explores how sounds are an important part of the school-to-coffin pipeline for LGBTQ youth and should therefore be regarded as a significant tool for unpacking some of the darkest experiences and notions learned through schooling- depression, self-harm, and suicide.
Research Interests:
Written from the perspectives of a tenured high school teacher/researcher, an out bisexual sophomore, and a transgender senior, this article discusses the challenges of being and becoming an out lesbian, gay, bisexual, transgender,... more
Written from the perspectives of a tenured high school teacher/researcher, an out bisexual sophomore, and a transgender senior, this article discusses the challenges of being and becoming an out lesbian, gay, bisexual, transgender, questioning (LGBTQ) student in a large, Midwestern high school. Through counternarratives, the authors explore what they call the school-to-coffin pipeline, a system that (un)intentionally positions LGBTQ teens in what has become a horrific, yet normalized,
epidemic of queer youth suicide. The authors use the framework of this pipeline to examine what it means to live with/in the in-between of school rhetoric and a dearth of enacted school policy that could literally be life-saving for queer youth. Through an examination of the everyday challenges queer youth encounter, the authors argue that all adults involved in schooling—including teachers, teacher educators, administrators, counselors, and school psychologist—are necessarily (un)knowing participants in the school-to-coffin pipeline, contributing to institutional homophobia and, by extension, LGBTQ youth suicide. The authors argue that by attending to the school-to-coffin pipeline, those who contribute to it can begin to interrupt the current, and possibly continuing, cycle of self-inflicted violence on queer youth bodies.
epidemic of queer youth suicide. The authors use the framework of this pipeline to examine what it means to live with/in the in-between of school rhetoric and a dearth of enacted school policy that could literally be life-saving for queer youth. Through an examination of the everyday challenges queer youth encounter, the authors argue that all adults involved in schooling—including teachers, teacher educators, administrators, counselors, and school psychologist—are necessarily (un)knowing participants in the school-to-coffin pipeline, contributing to institutional homophobia and, by extension, LGBTQ youth suicide. The authors argue that by attending to the school-to-coffin pipeline, those who contribute to it can begin to interrupt the current, and possibly continuing, cycle of self-inflicted violence on queer youth bodies.
Research Interests:
***This newsletter has since developed into a book, Black Lives Matter in US Schools: Race, Education, and Resistance, with SUNY Press. (https://sunypress.edu/Books/B/Black-Lives-Matter-in-US-Schools) This is a special edition of... more
***This newsletter has since developed into a book, Black Lives Matter in US Schools: Race, Education, and Resistance, with SUNY Press. (https://sunypress.edu/Books/B/Black-Lives-Matter-in-US-Schools)
This is a special edition of AERA's Division B Newsletter on Black Lives Matter. It is Division B's response to AERA's "Statement on the Charleston Shootings and Racism in America" from the lens of curriculum studies.
Wozolek, B. (2016). Editor's Introduction: From Cooper and Woodson to Schools Today: BLM and American Schools, Special Issue of the Division B Newsletter 1(1), 1-6.
This is a special edition of AERA's Division B Newsletter on Black Lives Matter. It is Division B's response to AERA's "Statement on the Charleston Shootings and Racism in America" from the lens of curriculum studies.
Wozolek, B. (2016). Editor's Introduction: From Cooper and Woodson to Schools Today: BLM and American Schools, Special Issue of the Division B Newsletter 1(1), 1-6.
Research Interests:
This dissertation has received AERA's 2016 Outstanding Dissertation Recognition Award This study explored how normalized structures and interactions impact marginalized high school students’ negotiations of physical places and... more
This dissertation has received AERA's 2016 Outstanding Dissertation Recognition Award
This study explored how normalized structures and interactions impact marginalized high school students’ negotiations of physical places and sociocultural spaces in school. This study includes the voices of 29 students, 2 parents, 4 teachers, the school resource officer, a cafeteria worker, a boys’ basketball coach, and 4 building principals.
The study of how students of color negotiated the spaces and places of normalized racist ideas and ideals in this particular Midwestern high school was done through a sonic ethnography. The purpose of this non-traditional ethnographic process was to attend to the ethics of participant voices, shared experiences, and agency that is central to this study.
Conclusions from this dissertation include several resonant points to the study of high school education, race, gender, and sexual orientation. First, the performances of self that the students of color implemented in order to participate in the underlife of the institution as well as the broader school culture were, on one hand, layers of protection against the culture in which they worked to participate. On the other, such performances functioned to both constrain and enable students of color in their everyday experiences in school. In addition, this dissertation concludes that the curricula—formal, hidden, enacted, and null—functioned as a mechanism to suffocate the ways of being and knowing of students of color. Finally, this study explores the intersection of gender with race, discussing how marginalization for girls of color functioned in separate and yet imbricated ways to the experiences of their male counterparts.
This study explored how normalized structures and interactions impact marginalized high school students’ negotiations of physical places and sociocultural spaces in school. This study includes the voices of 29 students, 2 parents, 4 teachers, the school resource officer, a cafeteria worker, a boys’ basketball coach, and 4 building principals.
The study of how students of color negotiated the spaces and places of normalized racist ideas and ideals in this particular Midwestern high school was done through a sonic ethnography. The purpose of this non-traditional ethnographic process was to attend to the ethics of participant voices, shared experiences, and agency that is central to this study.
Conclusions from this dissertation include several resonant points to the study of high school education, race, gender, and sexual orientation. First, the performances of self that the students of color implemented in order to participate in the underlife of the institution as well as the broader school culture were, on one hand, layers of protection against the culture in which they worked to participate. On the other, such performances functioned to both constrain and enable students of color in their everyday experiences in school. In addition, this dissertation concludes that the curricula—formal, hidden, enacted, and null—functioned as a mechanism to suffocate the ways of being and knowing of students of color. Finally, this study explores the intersection of gender with race, discussing how marginalization for girls of color functioned in separate and yet imbricated ways to the experiences of their male counterparts.
Research Interests:
Wozolek, B. (2015). Schooling racialized bodies: Curriculum at the intersection of visibility and absence, International Journal of Curriculum and Social Justice, 1(1), 7-17.
Research Interests:
Grounded in three narratives, a lesbian high school student, a transgender college student and a high school teacher/researcher, this paper discusses student resistance in hetronormative spaces and places it relates to themes of agency,... more
Grounded in three narratives, a lesbian high school student, a transgender college student and a high school teacher/researcher, this paper discusses student resistance in hetronormative spaces and places it relates to themes of agency, affect, and reflexivity. The purpose of this paper is twofold. It seeks to, on one hand, further nuance William A. Smith’s framework of Racial Battle Fatigue as it applies to questions of school, culture and fe/male bodies. On the other, this piece discusses the multiple possibilities in resistance and with resilience when young wo/men enact a sense of agency to create spaces of equity and access in school. By foregrounding the multiple intersections of self and sexual orientation in public schools today the paper discusses the direct impact of what the authors call Queer Battle Fatigue; an examination of the nexus of the ontological and epistemological as they relate the questions of equity and access in schooling.
Wozolek, B. (2015). Are we not fatigued?: Queer battle fatigue at the intersection of heteronormative culture, International Journal of Curriculum and Social Justice, 1(1), 186-214.
Wozolek, B. (2015). Are we not fatigued?: Queer battle fatigue at the intersection of heteronormative culture, International Journal of Curriculum and Social Justice, 1(1), 186-214.
Research Interests: Gender Studies, Queer Studies, Education, Queer Theory, Reproduction, and 14 moreCritical Race Theory, Feminism, Gender and Race, Abortion, Curriculum and Instruction, Sexuality Studies, Race, Maternity, Queer, Twentieth-Century Australian History, Critical Race and Whiteness Studies, Lesbian and Gay History, Citrizenship, and Sexualtiy Gender and National Identity
This paper won the 2012 James T. Sears Award from Curriculum and Pedagogy
Research Interests:
Working from literature within the African American intellectual tradition and the related counternarratives of Critical Race Theory, the author seeks to explicate the twofold impact of Racial Battle Fatigue within the twinned roles of... more
Working from literature within the African American intellectual tradition and the related counternarratives of Critical Race Theory, the author seeks to explicate the twofold impact of Racial Battle Fatigue within the twinned roles of teacher and a researcher. This chapter also explores the pressures of marginalized, fatigued individuals as through the co-constructive, fluid process of carving out space for one’s way of knowing and being (Massey, 2005) in racially hostile contexts. Furthering the possibilities for counternarratives, the author discusses their positive impact, collective nature, and their ability to be corrective as they are positioned within the material practices and consequences within dominant discourses. In sum, the author argues that there is significant pedagogical potential in RBF that is central to the narratives of those experiencing this phenomenon to the point that it has become normalized in their daily lives.
References
Massey, D. (2005). For space. London: Sage Publications
References
Massey, D. (2005). For space. London: Sage Publications
Research Interests:
The multiple ideals of social justice in education have well-trodden theoretical and practical roots in curriculum theory. This history is significant as the (re)conceptualization of curricular models continue to offer lessons of civic... more
The multiple ideals of social justice in education have well-trodden theoretical and practical roots in curriculum theory. This history is significant as the (re)conceptualization of curricular models continue to offer lessons of civic mindedness that frequently do not include the voices of those most marginalized by these systems. Similarly, conversations surrounding questions of equity and access in schools tends toward “silver bullet” solutions. Offering fluidity rather than structure, this chapter argues for an ideal of social justice as an affectively driven epistemological and ontological shift for educators working in and against institutionalized racist systems in schools today.
Research Interests:
The purpose of this session is to present new research on the burgeoning discussion of reframing educational spaces to challenge white supremacist structures and empower African American students. Typically, educational research on... more
The purpose of this session is to present new research on the burgeoning discussion of reframing educational spaces to challenge white supremacist structures and empower African American students. Typically, educational research on African American students focuses on the " achievement gap " and other deficit modeling to describe and explain how students are failing in schools. This new research seeks to turn the discussion from descriptions of how students can do better in school structures steeped in white supremacy to how schools, communities, and other educational spaces can reconstruct in order to " do better " by our students. Objectives of the session: having attended the session on Challenging White Supremicist structures, attendees will: 1. Comprehend and synthesize new research on challenging White supremacy in educational structures to create successful educational environments that empower African American students. 2. Apply this new research to challenge White supremacy in educational structures to create successful educational environments to school design, museum design, and curriculum development. 3. Advance and refine the frameworks of student empowerment through redesign of education spaces leading to higher achievement for all students. Overall, attendees will understand new thinking on successful educational environments and trouble reified notions of the achievement gap and deficit models of educational environments.
Introduction to the edited volume, Queer Battle Fatigue: Education, Exhaustion, and Everyday Oppressions
https://www.routledge.com/Queer-Battle-Fatigue-Education-Exhaustion-and-Everyday-Oppressions/Wozolek-Carlson/p/book/9781032553023
https://www.routledge.com/Queer-Battle-Fatigue-Education-Exhaustion-and-Everyday-Oppressions/Wozolek-Carlson/p/book/9781032553023
Research Interests:
This is a sample. To purchase the full text, visit: https://www.routledge.com/9781032370637 Abstract: Scholars across fields of education have longstanding histories of critically considering the many ways that inequities in schooling... more
This is a sample. To purchase the full text, visit: https://www.routledge.com/9781032370637
Abstract:
Scholars across fields of education have longstanding histories of critically considering the many ways that inequities in schooling are engendered and maintained, and, just as significantly, how these forms of oppression might be resisted and refused. Drawing from these important dialogues, Educational Necropolitics shares two years of stories, sounds, and powerful images collected through a sonic ethnographic study. What emerges from this work are the reverberations of how students in this context and, more broadly, how youth across the country often negotiate the intersections of race, genders, sexual orientations, class, and other parts of their complex identities in overwhelmingly white high school settings. This book examines what is produced in the wake of educational necropolitics—the capacity for schools to dictate to what degree minoritized students' ways of being can remain intact—and, significantly, it follows the daily lives of youth as they encounter forms of violence through what schools intend to teach, what is left out, what is learned through everyday interactions, and what is valued through the broader emergent cultural contexts. This groundbreaking work includes interactive e-features that invite readers to travel and interact with participants of the study, which utilizes deep listening in qualitative research and reflects the results of this sonic ethnography. A truly timely text for educators and administrators, Educational Necropolitics provides an immersive experience in which leaders can address and correct systemic racist practices in the school setting by drawing directly from first-hand student experiences.
Abstract:
Scholars across fields of education have longstanding histories of critically considering the many ways that inequities in schooling are engendered and maintained, and, just as significantly, how these forms of oppression might be resisted and refused. Drawing from these important dialogues, Educational Necropolitics shares two years of stories, sounds, and powerful images collected through a sonic ethnographic study. What emerges from this work are the reverberations of how students in this context and, more broadly, how youth across the country often negotiate the intersections of race, genders, sexual orientations, class, and other parts of their complex identities in overwhelmingly white high school settings. This book examines what is produced in the wake of educational necropolitics—the capacity for schools to dictate to what degree minoritized students' ways of being can remain intact—and, significantly, it follows the daily lives of youth as they encounter forms of violence through what schools intend to teach, what is left out, what is learned through everyday interactions, and what is valued through the broader emergent cultural contexts. This groundbreaking work includes interactive e-features that invite readers to travel and interact with participants of the study, which utilizes deep listening in qualitative research and reflects the results of this sonic ethnography. A truly timely text for educators and administrators, Educational Necropolitics provides an immersive experience in which leaders can address and correct systemic racist practices in the school setting by drawing directly from first-hand student experiences.
Research Interests:
Full book: https://sunypress.edu/Books/B/Black-Lives-Matter-in-US-Schools Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter.... more
Full book: https://sunypress.edu/Books/B/Black-Lives-Matter-in-US-Schools
Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter. Aligning with a long history of education scholars who have insisted on the enmeshed nature of schools and society, the book addresses the role of various forms of curricula that perpetuate anti-Blackness while simultaneously shaping Black ways of being, knowing, and doing. While its focus tends toward issues of normalized violence, Black Lives Matter in US Schools is equally concerned with possibilities for justice stemming from curricular change and affects like hope and love that are central to radical acts of resistance to oppression. Themes range from critical literacies to IQ tests, from Afro-surrealism to historiography, as the book strategically tacks between traditional forms of qualitative and quantitative research and more personal narratives. Black Lives Matter in US Schools speaks powerfully against the continued onslaught of inequities in schools and their communities, working to create space for forms of learning that are responsible to and for Black lives.
Black Lives Matter in US Schools critically examines the relationship between schooling and sociocultural abolitionist movements such as #BlackLivesMatter. Aligning with a long history of education scholars who have insisted on the enmeshed nature of schools and society, the book addresses the role of various forms of curricula that perpetuate anti-Blackness while simultaneously shaping Black ways of being, knowing, and doing. While its focus tends toward issues of normalized violence, Black Lives Matter in US Schools is equally concerned with possibilities for justice stemming from curricular change and affects like hope and love that are central to radical acts of resistance to oppression. Themes range from critical literacies to IQ tests, from Afro-surrealism to historiography, as the book strategically tacks between traditional forms of qualitative and quantitative research and more personal narratives. Black Lives Matter in US Schools speaks powerfully against the continued onslaught of inequities in schools and their communities, working to create space for forms of learning that are responsible to and for Black lives.
Research Interests:
Assemblages of Violence: Everyday Trajectories of Oppression brings together fields including new materialisms, anthropology, curriculum theory, and educational foundations to examine how violence is intertwined with everyday events and... more
Assemblages of Violence: Everyday Trajectories of Oppression brings together fields including new materialisms, anthropology, curriculum theory, and educational foundations to examine how violence is intertwined with everyday events and ideas. Artfully weaving participant narratives in two contexts that exist a literal world apart—queer middle school youth of color in an urban context and Indian women who have survived domestic violence—Assemblages of Violence conceptualizes how social justice functions in opposition to normalized aggressions. Often overlooked, these deeply significant connections document how multiplicities of aggression operate as business-as-usual in a variety of spaces and places, including those that are often thought of as helpful. To these ends, this book introduces pathologies to theoretically and methodologically trace affects in order to more clearly perceive both where and how violence is embedded in and between sociopolitical and cultural ways of being, knowing, and doing. In so doing, Assemblages of Violence argues that pathologizing trajectories of violence can provide theoretical and methodological tools for those seeking to engage in a pedagogy of equity, access, and care to help people and communities in ways they wish to be helped.
Research Interests:
Dialogue with Dara Starr Tucker on the complications of culture and, relatedly, cultural appropriation.