Publications

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Peer Reviewed Publications

Reclaiming Your Time: Tools From Culturally Responsive Pedagogy (CRP) for Making General Interventions Local

From Christine Sleeter’s essay, introducing the special edition of Educational Forum she edited:

backpacks under an awning near a basketball hoop, outside a school

“McGregor, Chappell Belcher, and Fitch, in “Reclaiming Your Time: Tools From Culturally Responsive Pedagogy (CRP) for Making General Interventions Local,” collaborate on a reflection of their own experiences as teachers in order to extract insights from which new teachers may be able to learn. They are particularly concerned with ways in which teachers can learn to enact culturally sustaining pedagogy and place-based education that draws on Indigenous knowledge.

Because teaching is never a finished product but always a process of becoming, the authors share a-ha and breakthrough moments in their own practice, as well as missed opportunities they recognized later. They challenge readers to see themselves as ongoing learners who are able to identify space to practice student-centered, place-based, and culturally sustaining pedagogy, in whatever setting they find themselves.”

Towards a Phenomenology of the Material

In this article I begin to articulate the theoretical framework that informs my research methods.

Abstract: Can phenomenological approaches to experience allow me to attend to not just the human experience but also the material discursive forces that are a part of the shifting, moving network of agents at work in a phenomenon? Focusing on the material structures of experience means not asking what materiality is, but rather asking what it is doing in the context of an intra-active phenomena. In this article, I consider what possibilities for data gathering and analysis are opened if I think the Husserlian concept of encounters with the world within a feminist new materialist framework, and find the tensions provocative.

sign reading "reserved for teacher of the month"

Material Flows: Patriarchal Structures and the Menstruating Teacher

This article is the first time I considered the possibilities of thinking Baradian intra-action with and through feminist phenomenology. I was heavily influenced by Iris Marion Young’s Throwing Like a Girl, but also engaging with Barad and agential realism. The conclusions I reached would not have been possible with both influences.

Abstract: In recent educational discourse, public schools can be seen as sites of feminine power, as the majority of teachers are female and some gains have been made in girls’ school achievement. However, some theorists argue that schools are too feminine, and thus boys’ achievement is at risk. This article refutes this claim, and shows that schools are still fundamentally patriarchal structures. Drawing on feminist new materialisms thinkers, particularly Barad’s ideas of intra-action and posthuman performativity in relation with Alaimo’s concept of the material memoir, this article considers the experiences of the menstruating teacher, and explores how new materialisms can help researchers trace the complex, ongoing ontological relationship between the teacher and the materiality of the school.