Boni-jane Wozolek, Ph.D.

Post-Doctoral Fellow

Bonijane Wozolek


Ph.D.- School of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, Ohio, 2015
Degree Major: Curriculum and Instruction

M.A.- School of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, Ohio, 2007
Degree: Masters in the Arts of Teaching, K-12 World Languages

B.A.- School of Modern & Classical Language Studies, Kent State University, Kent, Ohio, 2005
Degree: Spanish Literature, Culture, and Translation


Dr. Wozolek earned her PhD from the School of Teaching, Learning and Curriculum Studies at Kent State University. Her work considers questions of social justice, qualitative research methods, and teaching practices that focus on the examination of race, gender and sexual orientation in schools. Dr. Wozolek is the recipient of the 2012 James T. Sears Award for her paper The Nested Nature of M/othering: Complicating Curriculum Conversations and a 2016 Outstanding Dissertation Recognition Award from Division B (Curriculum Studies) of the American Educational Research Association for her doctoral dissertation, The Presence of Absence: The Negotiation of Space and Place for Students of color at a Predominantly White Suburban High School.

As a doctoral candidate, Dr. Wozolek was inducted into Alpha Kappa Mu Honors Society, a national honors society that recognizes outstanding academic achievement of women and men of color in doctoral work across disciplines. In 2016, she became a member of the University of Michigan’s National Center for Institutional Diversity, a transdisciplinary, international organization that invites emerging and established scholars of color into conversations that foster dialogues that inspire local and national action and scholarship centered on equity and access for traditionally marginalized populations.

In addition to publications, conference presentations, and invited talks at both the community and institutional levels, Dr. Wozolek is a founding editor for the International Journal of Curriculum and Social Justice. She is on the executive committee for the American Educational Studies Association (AESA). In 2017, Dr. Wozolek was invited by the American Educational Research Association’s Division B to run a pre-conference seminar that focused on the Black Lives Matter movement as it relates to questions of education.
Dr. Wozolek taught world languages to high school students for a decade across K-12 levels in urban, suburban, and rural contexts. In addition to her teaching and service on local and state levels, she also started and ran multiple Genders and Sexualities Alliances. Dr. Wozolek also leads professional development for K-12 educators that focuses on anti-racist, anti-homophobic/transphobic practices, and on social justice more generally.

Research Interests:

Curriculum Theory
Educational Foundations
Qualitative Research Methods
Queer Theory
Theories of Race and Identity


Selected Awards

AERA- Division B (Curriculum Studies), Outstanding Dissertation Recognition Award, 2016

James T. Sears Award, outstanding graduate student publication, “The nested nature of
m/othering: Complicating curriculum conversations.” Curriculum and Pedagogy- 2012

Latino Networking Caucus, Kent State University- Outstanding Graduate Student Award, 2015

AERA- Division G (Social Context of Education), Outstanding Dissertation Award, 2016 finalist

AERA- Arts Based Educational Research (ABER), Outstanding Dissertation Award, 2017 finalist

Selected Publications

Wozolek, B., Wootton, L., & Demlow, A. (2016). The school-to-coffin pipeline: Queer youth,
suicide and resilience of spirit, Cultural Studies<>Critical Methodologies, 1-7.

Wozolek, B. (2016). Editor’s introduction: From Cooper and Woodson to schools today: BLM
and American schools, Special Issue of the Division B Newsletter, 1(1), 1-6.

Wozolek, B. (2015). Schooling racialized bodies: Curriculum at the intersection of visibility
and absence, International Journal of Curriculum and Social Justice, 1(1), 7-17.

Wozolek, B., Varndell, R., & Speer, T. (2015). Are we not fatigued?: Queer battle fatigue at the
intersection of heteronormative culture, International Journal of Curriculum and Social Justice, 1(1), 186-214.

Wozolek, B. (2014). What are you anyway? Racial fatigue as daily experience in public
schools. In R.W. Mitchell, K.J. Fasching-Varner, K.A. Albert & C.M. Allen (eds.), Racial battle fatigue in higher education: Exposing the myth of post-racial America (pp. 17-20). Rowman & Littlefield Publishers, Inc.

Wozolek, B. (2015). Deliberative conversation: Possibilities of equity in everyday schooling, in
J.G. Henderson & colleagues (Eds.), Reconceptualizing curriculum development:
Inspiring and informing action (pp. 99-109). New York: Routledge.

Wozolek, B. (2012). The nested nature of m/othering: Complicating curriculum conversations. In
B. Sams, J. Job, and J.C. Jupp, Excursions and recursions through power, privilege, and practice (pp. 97-114). Charlotte, NC: Information Age Publishing.

Selected Memberships:

National Center for Institutional Diversity at the University of Michigan (Inducted 2017)
American Educational Research Association (2011-present)
American Educational Studies Association (2012-present)
American Association for the Advancement of Curriculum Studies (2011-present)
International Congress for Qualitative Inquiry (2011-present)
Canadian Society for the Study of Education (2014-present)
American Council for the Teaching of Foreign Languages (2007-present)
Ohio Education Association (2007-present)
Ohio Foreign Language Association (2007-present)