Journal of Curriculum Theorizing

Adam Howard, Conference Chair and Co-Editor of JCT
ahoward (at) jctonline.org
Adam’s Website

Adam earned his doctorate at the University of Cincinnati, masters at Harvard Graduate School of Education, and bachelor’s degree at Berea College. He is currently an Associate Professor of Education at Colby College. For the past five years, he also has held a position on the national faculty of Lesley University Graduate School of Education. Before his current position at Hanover, he taught at Antioch College for seven years, where he held the positions of Director of Teacher Education, Associate Professor of Education, and Associate Dean of Faculty. Adam took a leave from Antioch during 2003-04 to teach at Colby as a visiting faculty member. Prior to teaching at the college level, he taught high school English and history and directed a non-profit organization designed to provide academic support to disadvantaged middle school students while encouraging high school and college students to consider a teaching career path. Adam has published numerous articles and papers on social class issues in education, privilege, service-learning, and curriculum theory. He is co-editor of Handbook of Research on Cooperative Education and Internships and author of Learning Privilege: Lessons of Power and Identity in Affluent Schooling. He is currently working on a book with Rubén Gaztambide-Fernández, tentatively titled Ahead of the Rest: Class Privilege and Educational Advantage in the United States.

Hongyu Wang, Conference Leadership Member and Co-Editor of JCT
hwang (at) jctonline.org
Hongyu’s Website

Hongyu is an associate professor in curriculum studies at Oklahoma State University. She received her Ph. D. in curriculum theory from Louisiana State University and M.A. in comparative curriculum and instructional theory from East China Normal University. She has authored books and published numerous articles both in Chinese and in English. Author of The Call from the Stranger on a Journey Home: Curriculum in a Third Space (Peter Lang, 2004), she is coeditor, with Donna Trueit, William E. Doll, Jr., and William F. Pinar, of The Internationalization of Curriculum Studies (Peter Lang, 2003), and coeditor with Claudia Eppert of Cross-cultural Studies in Curriculum: Eastern Thought, Educational Insights (Lawrence Erlbaum, 2008). She teaches graduate courses in curriculum studies and multicultural education. Recipient of Regents Outstanding Research Award at Oklahoma State University in 2006, she co-founded with Xin Li a Special Interest Group in Confucianism, Taoism, and Education at the American Educational Research Association in 2007. Translator of William E. Doll, Jr’s A Post-modern Perspective on Curriculum (Teachers College, 1993), she has worked on introducing North American curriculum texts into the Chinese educational field. Before moving to the United States, she collaborated with teachers on school-based curriculum reform projects in China. Currently she is working with Nadine Olson on a co-edited book, A Journey to Unlearn and Learn in Multicultural Education.

Greg Dimitriadis, Conference Leadership Member and Associate Editor of JCT
gdimitriadis (at) jctonline.org
Greg’s Website

Greg is Associate Professor in the Educational Leadership and Policy Department at University of Buffalo, State University of New York. His work has appeared in numerous books as well as journals including Annals of the American Academy of Political and Social Science, Anthropology and Education Quarterly, Journal of Sociology of Education, Cultural Studies / Critical Methodologies, Discourse: Studies in the Cultural Politics of Education, Educational Theory, Popular Music, Qualitative Inquiry, Teachers College Record, and Theory and Research in Social Education. He is the author of Performing Identity/Performing Culture: Hip Hop as Text, Pedagogy, and Lived Practice (Peter Lang), Friendship, Cliques, and Gangs: Young Black Men Coming of Age in Urban America (Teachers College Press), and Studying Urban Youth Culture (Peter Lang). He is co-author of Reading and Teaching the Postcolonial: From Baldwin to Basquiat and Beyond (Teachers College Press), On Qualitative Inquiry (Teachers College Press), and Theory for Education (Routledge). He is co-editor of Promises to Keep: Cultural Studies, Democratic Education, and Public Life (Routledge), Learning to Labor in New Times (Routledge), Race, Identity, and Representation in Education (Second Edition) (Routledge), and Ideology, Curriculum, and the New Sociology of Education (Routledge). He edits the book series Critical Youth Studies, published by Routledge. He is also a member of the SUNY Press editorial board, where he is now serving his second three-year term. Greg is current president of Musicians United for Superior Education, Inc. (MUSE, Inc.). A non-profit organization, MUSE, Inc. provides performance-based arts instruction for hundreds of children in community centers and schools throughout Buffalo. In addition, he is a member of the Board of Trustees of the Elmwood Village Charter School, new charter school that emphasizes small class size, arts integration, and social responsibility.

Aliya Rahman, Member of Conference Leadership and Co-Assistant Editor of JCT
arahman (at) jctonline.org

Aliya is a Ph.D student in Miami University’s Department of Educational Leadership. She holds a B.S. in Chemistry Education and an M.S.Ed in Curriculum Studies from Purdue University, and focuses her scholarship on the role of the U.S. university in international relations.  She is currently involved in historical research on U.S.-China study abroad programs and their impact on knowledge production in the U.S. academy.

Bruce Parker, Assistant Conference Director and Co-Assistant Editor of JCT
bparker (at) jctonline.org

Bruce earned his masters of science in Curriculum and Instruction at Purdue University, and bachelor’s degree in cultural and interdisciplinary studies at Antioch College. He is currently pursuing his Ph.D. in Curriculum Theory with a specialization in Women’s and Gender Studies at Louisiana State University under the direction of Professor Nina Asher. His research interests include autobiography as well as queer, feminist, post-colonial and transgender theories in education. Bruce continues to be involved in transgender, queer and community activism. He is currently serving as the Director of Curriculum Development for TransYouth Family Allies.

Denise Taliaferro Baszille, Conference Leadership Member
dbaszille (at) jctonline.org
Denise’s Website

Denise is an Assistant Professor in Miami University’s Department of Educational Leadership. She received her M.Ed. in Secondary English Education (1996) and her Ph.D. in curriculum theory (1998) from Louisiana State University. Before moving to Ohio, She taught for four years as an Assistant Professor in the Educational Studies Department and the African American and Women Studies programs at Colgate University. Teaching provides the foundation for the majority of her scholarship and service commitments, and her specific research interests lie in curriculum theory, critical race theory, and womanist/feminist theory.

Ugena Whitlock, Conference Leadership Member
uwhitlock (at) jctonline.org
Ugena’s Website

Ugena holds a Ph.D. in Curriculum & Instruction from Louisiana State University (2005). She earned her M.Ed. in Curriculum & Instruction from Coppin State College, Baltimore, Maryland, and B.S.Ed. in Secondary Education English and history from Athens State University, Athens, Alabama. She is currently Assistant Professor of Adolescent Education and Gender & Women’s Studies at Kennesaw State University, in Kennesaw, Georgia. Her research interests include curriculum theory, queer theory, women’s and gender studies, and Southern studies. Prior to becoming a university professor, Ugena was a program consultant with the Louisiana Department of Education for 4 years; she was a classroom teacher in public and private schools in Huntsville, Alabama for 14 years. She is the author of This corner of Canaan: Curriculum studies of place and the reconstruction of the South (2007, Peter Lang) and several articles in academic journals. She serves as Secretary of the American Association for the Advancement of Curriculum Studies.

Debbie Sonu, Conference Leadership Member
dsonu (at) jctonline.org

Debbie turned onto the career path at the University of California, Berkeley, where, after four different departmental transfers, she convinced herself that a profession in ethno-botany would be a satisfying field to enter. After earning a B.A. in Environmental Sciences with a Plant Biology emphasis, she quickly realized it was not, and thus fell into one full year of deep, reclusive reevaluation. For reasons unbeknownst, she began substitute teaching in the San Francisco Bay Area, and thereafter, enrolled in a teacher education program at the University of California, Los Angeles. Astonished by her interest in the field, she began teaching elementary school in East Los Angeles, and after three years, returned to academia to pursue a doctoral degree in Curriculum and Teaching, Urban/Multicultural Education at Teachers College, Columbia University. Now, she is consumed by issues of urban schooling, particularly as they relate to truth and knowledge, power and control, and is in the midst of completing her dissertation which critiques the social justice agenda through the narratives and performances of high school youth in Brooklyn, New York. She often draws from critical theory, critical race theory, cultural studies, poststructural and postmodern foundations, and loves to read about qualitative methodology, the Frankfurt School, Nietzsche, and curriculum studies.

Lori Stone Sirtosky, JCT online webmaster and Director of Communications
webmaster (at) jctonline.org

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