Faculty Highlights

    Assistant Professor Josephine H. Pham

  • Josephine H. Pham

    “Thương người như thể thương thân” -Vietnamese proverb meaning “Love people the way you love yourself.”

    Pham’s recent project focuses on how teachers of color seed racially just futures in everyday life (e.g. how they use language, gestures, and other resources to coordinate justice-oriented action), specifically for advancing K-12 ethnic studies in local settings. Committed to creating and distributing accessible forms of knowledge, she is also interested in multimodal pedagogies for racially transformative learning.

    Check out an example of her scholarship in sequential art form here.

  • Professor Ron Glass

  • Ron Glass

    Critical Theory, Philosophy, Education, Ethics, Epistemology, Democracy, Community-based Research, Discrimination and Inequality, School Reform and School Policy

    "Education as a practice of freedom is necessarily geared into actual efforts and struggles to transform the world, and to transform our own inner selves as well (since the oppressions of the world reside in us as well as in the structures and processes of everyday life." (Professor Ronald David Glass, as quoted in an interview included in the 50th Anniversary Edition of Pedagogy of the Oppressed, by Paulo Freire)

  • Associate Professor Lora Bartlett

  • Lora Bartlett

    My current research project, Suddenly Distant: Teachers’ Work in the Context of COVID, brings together faculty, graduate students, and undergraduates in the study of both current teacher experience of COVID and the prospect of possible longer-term transformations to the purposes of education, the place of schools in communities, the relationship of teachers to children and their families, and the future of the teaching profession.

    "The COVID 19 pandemic forced the entire teacher workforce into distance teaching essentially overnight. The rapid shift from classroom-based education to education from a distance has prompted concerns about deepening educational divides and inequities while also stimulating new efforts to re-imagine schooling."

  • Professor Cynthia Lewis

  • Cynthia Lewis

    Critical sociocultural theory; Critical literacy and English Education; Identity, emotion & learning; Critical discourse analysis; Classroom ethnography

    "What happens when emotion is mobilized in English/Language Arts classrooms that are racially diverse, and to what effect? Emotion often reveals underlying ideologies but does so through an act of intensely involved participation or immersion. Learning of this kind leads to critical literacy that is powerfully related to how students mobilize emotion to transform words, images, and their worlds in ways that may otherwise remain veiled in English classrooms."