Inter-American literature, life narratives, women writers of the Americas, Indigenous literatures and cultures, stories and storyworlds, nation and narration, gender, equity, diversity and inclusion in postsecondary education.
I am an Assistant Professor in the Department of Special, Education, Foundations, ad Research at East Carolina University. My scholarship is rooted in Critical Race Theory (CRT). I draw on CRT and critical and performance ethnography methodologies to highlight the interplay between structural racism and teacher practices and to promote teacher agency. I also serve as an Equity Coach for schools in North Carolina. Please see the links above for more on my publications, courses, and other activities. To inquire about my services as an Equity Coach, please email me at email@example.com.
My research is inspired by questions of diversity, equity, and access in multilingual educational contexts, especially as they pertain to the circulation of English as a “global” language. It combines the analysis of educational policy and practice with methods from the fields of applied linguistics, second language acquisition, linguistic anthropology, and literacy studies. A primary aim of my work is to illuminate the role of discourses, ideologies, and everyday practices in the production and reproduction of hierarchical relations within educational systems. In terms of research projects, I have been conducting ethnographic research on the language and literacy socialization of young boys at an anathashram (orphanage) since 2007 in suburban New Delhi, India. A newer project examines safety and educational rights of adolescent underprivileged girls in suburban Mumbai, India.
I hold a PhD in Education from the University of British Columbia, as well as undergraduate and graduate degrees in Piano Performance and Composition from the University of Victoria and University of British Columbia. My current research explores how disability in international piano competitions brings about a productive convergence between musical virtuosity and vulnerability. I serve as a Field Editor on disability issues for the Public Philosophy Journal and am working with Melanie Hibbert-Bown of the Intersectionality Network to heighten awareness of, and responsiveness to issues around inclusion and equity in higher education.
My work focuses on the intersections of theories of cultural politics and identity more broadly as they influence STEM education contexts. In turn, I also investigate the impact novel educational technologies can have on diverse students’ learning, attitudes, and perceptions of relevant content. Finally, these two lines of work are synthesized in my commitment to study these learning experiences as sites where new learning theories can be developed by design – infusing a Design-based Research methodological goal and process within my work and in my collaborative projects.
I have over 10 years working on the ground in urban, rural, and suburban educational contexts spanning elementary grades up to graduate school as an aid, lead instructor, consultant, curriculum developer, grant writer, and student-teacher supervisor. Past professional experiences critically inform my research on equity; specifically, I investigate how the contexts within STEM disciplines support, stifle, or inhibit teaching and learning. In this way, my work sits at the overlapping intersections of disability/cultural studies and STEM education with a focus on teacher education to inform how STEM teacher education, teaching practices, and student learning of content application and design-based skills can be contextualized to produce inclusion for all students.
Currently I am an instructor of Russian and Spanish at James Madison University. I have taught Russian language, literature, culture, and/or cinema at the University of Virginia, the University of Richmond, Northern Virginia Community College, and Ferrum College. Since 2013, I have worked as the Conference Manager for the American Association of Teachers of Slavic and East European Languages (AATSEEL). In addition to teaching, I am also currently pursuing a M.Ed in Equity and Cultural Diversity in the JMU College of Education.
I am an educator with experiences from kindergarten through college-aged students. After graduating from the University of Missouri in 2007, I worked as a camp counselor on the North Shore of Oahu before pursuing social studies and language arts teaching positions in northern Mexico and greater London, England.
Following these teaching appointments, I pursued a masters degree in education at the University of Saskatchewan, in Saskatoon, Canada. There, I studied critical pedagogy, curriculum and instructional theory, and focused my research efforts on the transition experiences of immigrant students in the United Kingdom. These professional and academic experiences helped form my identity as an advocate of social justice and equity.
For two years, I taught part-time in the College of Education at the University of Missouri. My teaching emphases are social studies pedagogy, democratic education, cultural studies, and multicultural and diversity education for schools and society. My academic publications appear currently appear in the Journal of Social Studies Research, Social Studies Research and Practice, and the Missouri Department of Elementary and Secondary Education.
From 2013-2018, I was a language arts and religious studies teacher in the Columbia Public School District in Columbia, Missouri. Since 2017, I have been a teacher and teaching assistant trainer for the University of Missouri College of Education’s Mizzou K-12 program.
I am the creator and host of The Classical Ideas Podcast, a show about religion, philosophy, and culture.
Historian Stephanie Wood (Ph.D. UCLA 1984) is the author of one monograph, dozens of articles, and co-editor of five anthologies. She was the Principal Investigator of the NEH-funded Mapas Project (2006–2008), an online collection of indigenous-authored pictorial manuscripts from New Spain, plus the online Nahuatl Dictionary (NEH-NSF, 2008–2012). She is currently expanding the Early Nahuatl Library of alphabetic manuscripts. She has directed five NEH-funded Summer Institutes for U.S. school teachers, “Mesoamerican Cultures and their Histories,” one held in Oregon and four in Mexico (the latest in 2015).
Marci R. McMahon is Associate Professor in the Literatures and Cultural Studies Department at the University of Texas Rio Grande Valley (UTRGV), with affiliations in the Gender and Women’s Studies program and Mexican American Studies program. She previously served as the Interim Director of the Mexican American Studies Program and Center at the University of Texas Pan American (UTPA) and University of Texas Rio Grande Valley (UTRGV), a bicultural and biliterate university along the US-Mexico border in South Texas and one of the largest Hispanic Serving Institutions in the nation. Her publications appear inThe Chicano Studies Reader: An Anthology of Aztlán, 3rdEdition; Aztlán: A Journal of Chicano Studies; Chicana/Latina Studies: The Journal of MALCS; Frontiers: A Journal of Women’s Studies;Journal of Equity & Excellence in Education; and Text & Performance Quarterly.She is the author of Domestic Negotiations: Gender, Nation, and Self-Fashioning in US Mexicana and Chicana Literature and Art(Rutgers University Press, 2013), the first interdisciplinary study to explore how US Mexicana and Chicana authors and artists across different historical periods and regions use domestic space to engage with recurring debates about race, gender, and immigration. Her second book Sounding Cultural Citizenship: Latinx Dramaturgy in Times of Crises extends this focus on performance, gender, and immigration, to explore critical moments in US history when citizenship has been redefined by Latinx communities and has been in crisis; the book argues that citizenship is performed through sound, with aurality and listening as vital to performances of citizenship.