1 KATY M. SWALWELL, PH.D. 1407 THOMPSON HALL • MS4B3 4400 UNIVERSITY DRIVE • FAIRFAX, VA 22030 703.993.3824 • [email protected] EDUCATION University of Wisconsin, Madison, WI Degree: Ph.D. Curriculum Research, Theory & Design Dissertation: Social Justice Pedagogy with the Suburban and Urban Elite University of Wisconsin, Madison, WI Degree: M.S. Curriculum Research, Theory & Design University of Northern Iowa, Cedar Falls, Iowa Major: B.S. History Teaching, Minor: Spanish PROFESSIONAL EXPERIENCE Fall 2011 – Present Assistant Professor College of Education & Human Development George Mason University, Fairfax, VA Conducts scholarly research, serves as University Facilitator for a Professional Development School (Mosby Woods Elementary School), serves on doctoral students’ portfolio committees, and teaches several graduate-level education courses. Courses: Teaching Social Studies & Fine Arts in Elementary Education Foundations of Education Assessment & Research Spring 2008 – Spring 2010 Instructor School of Education, UW-Madison, Madison, WI Designed syllabus and taught social studies methods course with an emphasis on democratic, multicultural, social justice education to undergraduate pre-service PK-8 teachers. Courses: Teaching Social Studies Fall 2008 – Spring 2010 Graduate Faculty, Learning Community Facilitator MEPD Program, UW-LaCrosse, Janesville, WI Co-facilitated a 2-year professional learning community of 30 practicing teachers for a Masters of Education Professional Development degree program supporting action research through face-to-face and online interactions. 2 Courses: Best Practice Pedagogy Curriculum Development and assessment Educational Research Democracy, Diversity, and Social Justice Learning in Community Technology Teacher Leadership Fall 2005 – Fall 2007 Field Experience Supervisor School of Education, UW-Madison, Madison, WI Facilitated weekly seminar of undergraduate pre-service teachers and supervised their K-8 practicum sites in local schools. Summer 2007 Dean of Middle School Girls Choate Rosemary Hall Summer Programs, Wallingford, CT Managed issues related to residential and academic life for middle school girls, advised curriculum development, and mentored interns. Fall 2002 – Spring 2005 High School Teacher St. Charles High School, St. Charles, MN Designed and taught curriculum from a critical perspective for grades 9-12. Courses: Early American History Modern American History World History Summer 2001-04, 06, 07 Middle School Teacher Choate Rosemary Hall Summer Programs, Wallingford, CT Taught middle school social studies enrichment classes, served as dorm advisor and head of house, and participated in a teaching internship program as both mentor and mentee. Courses: Famous Cities Research Skills Who Are the Heroes? INTERNATIONAL EXPERIENCES Summer 2010 Rwentutu Christian School, Kasese, Uganda Visited UW-Madison students completing their student teaching in a rural private school. 3 Summer 2010 Institute of Education, London, England Participated in “Transnational Perspectives in Democratic Education,” a graduate-level seminar sponsored by University of Wisconsin-Madison, Institute of Education (University of London), and University of Melbourne. Summer 2008 Global Works Summer Program, Spain Co-led a service learning, “adventure travel,” and Spanish immersion program for American high school students. Summer 2005 England, France, Greece, Italy, Spain, Switzerland, Turkey Chaperoned a Spanish language exchange trip for high school students to Spain before continuing with personal travel. Fall 2001 Universidad de Oviedo, Asturias, Spain Participated in a semester-long study abroad program to complete a Spanish minor. Spring 2001 Moscow Linguistics University, Moscow, Russia Participated in an undergraduate seminar about the role of the United Nations. Moscow Linguistics University, Moscow, Russia Hertzen State Pedagogical University, St. Petersburg, Russia Designed and co-taught educational technology seminars to Russian education professors. PUBLICATIONS BOOKS Swalwell, K. (in press). Educating activist allies: Social justice pedagogy with the suburban and urban elite. New York: Routledge. BOOK CHAPTERS Parsons, S. A., Burrowbridge, S. C., Swalwell, K., & Close, M. (in press). Home visits supporting social justice at a Title I professional development school. In K. Zenkov, D. Corrigan, & R. Beebe (Eds.), Professional development schools and social justice: Schools and universities partnering to make a difference. Lanham, MD: Lexington Books. Robert, S.A. & Swalwell, K. (in press). Fieldtrips. In J. Ainsworth and G. J Golson (Eds.), Sociology of Education: An A-to-Z Guide. New York: Sage 4 PEER-REVIEWED PUBLICATIONS Swalwell, K. (in press). “With great power comes great responsibility”: Privileged students’ conceptions of justice-oriented citizenship. Democracy & Education, 21(1). Swalwell, K. & Apple, M. (2011). Starting the wrong conversations: The public school crisis and “Waiting for Superman.” Educational Policy, 25(2), 368-382. BOOK REVIEWS Swalwell, K. (in press). Making history our story: A review of Women Making America. Journal of Social Studies Research. Swalwell, K. (2012). A review of Gaming the Past: Using Video Games to Teach Secondary History. The History Teacher, 45(3), 472-3. Swalwell, K. (2009). The pedagogic, the reflective, and the political: Teacher voice(s) in Spectacular Things Happen Along the Way. Democratic Education, 18(2). PRACTITIONER PUBLICATIONS Swalwell, K. (2012). Confronting White privilege. Teaching Tolerance, 42. Swalwell, K. (2007). Discovering Andrew Clements: A teacher educator finds a cache of social action novels for young people. Rethinking Schools, 22(1). NATIONAL BLOG PUBLICATIONS Swalwell, K. (2012). Bread and Roses Strike: 100th anniversary. National Council for the Social Studies Connected. http://connected.socialstudies.org/SOCIALSTUDIES/Blogs1/BlogViewer/?BlogKey=f4bdedb3- a220-402c-84b9-5776c3829b9d Swalwell, K. (2011). Why our students need “equity literacy.” Teaching Tolerance. http://www.tolerance.org/blog/why-our-students-need-equity-literacy Swalwell, K. (2011). The condition of history in elementary schools. National History Education Clearinghouse Issues and Research Roundtable. http://teachinghistory.org/issues-and- research/roundtable-response/25294 5 PRESENTATIONS SCHOLARLY PRESENTATIONS Swalwell, K. (April, 2012). ‘See you on the square’: The contested nature of teachers’ public activism. Presented in a Teachers’ Work/Teachers’ Unions SIG session “The challenges of being a good citizen and a good teacher: Lessons from the Wisconsin Uprising” at the annual meeting of the American Educational Research Association (AERA) Annual Conference, Vancouver, British Columbia, Canada. Swalwell, K. (February, 2012). "With great power comes great responsibility": Privileged students' conceptions of justice-oriented citizenship. George Mason University College of Education & Human Development Research Symposium, Fairfax, VA. Swalwell, K. (November, 2011). Bursting the bubble and disturbing the comfortable: Two approaches to multicultural education with affluent youth. National Association of Multicultural Educators (NAME) Annual Conference, Chicago, IL. Swalwell, K. (April 2011). Guilt, gratitude, empathy, and engagement: Social justice education with affluent youth. Presented in a Division K session “Off the beaten path: Social justice teaching in uncommon contexts” at the annual meeting of the AERA. New Orleans, LA. Swalwell, K. (April, 2011). Seeing with new eyes: The power of equity audits in teachers’ commitment to social justice. Presented in a Division K session “What do you mean ‘teaching for social justice’?” at the annual meeting of the AERA. New Orleans, LA. Swalwell, K. (February, 2011). Affluent students’ conceptions of privilege, justice, and citizenship. Paper presented at the Penn Ethnography Forum, Philadelphia, PA. Swalwell, K. (November, 2010). “Critical compassion”: Social justice social studies with students of privilege. Paper presented at the CUFA Graduate Student Forum, Denver, CO. Swalwell, K. (July, 2010). Interrupting privilege: Libratory education in suburban and private schools. Paper presented at the Rouge Forum, Lake Geneva, WI. Swalwell, K., Crowley, C., & Yu, M. (April, 2009). Rethinking voices: Graduate students struggle for recognition. Paper presented in a Division G invited session Constructing A Declaration of Graduate Students’ Rights: Voice, Mentoring, and the Quality of Life of Graduate Students” at the annual meeting of the AERA. San Diego, CA. Crowley, C., Swalwell, K. & Yu, M. (February, 2009). CIRCLEup: Collaboratively building resources for Curriculum & Instruction graduate students. Paper presented at the Center for Urban Ethnography Forum. Philadelphia, PA. PRACTITIONER PRESENTATIONS Swalwell, K. (June, 2012). The power of place: Teaching American History Summer Institute. American University, Washington, DC. 6 Swalwell, K. (December, 2011). Studying the Labor Movement in the new Gilded Age. Teacher workshop presented at the National Council of Social Studies (NCSS) Annual Conference, Washington, DC. Swalwell, K. (November 2010). "Bursting the bubble”: Social justice social studies in affluent communities. Poster presented at the National Council of Social Studies (NCSS) Annual Conference, Denver, CO. Swalwell, K. & Barr, J. (October, 2010). Addressing wealth inequality with students in affluent communities. Presented at the Northwest Teachers for Social Justice Conference, Portland, OR. Swalwell,