Boni Wozolek, Ph.D.
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.
Qualitative Research Methods
Theories of Race and Identity
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
2018 College of EHHS Hall of Fame at Kent State University: Diversity Award
Wozolek, B. (2018). In 1800 again: The sounds of students breaking. Educational Studies: A Journal of the American Educational Studies Association.
Wozolek, B. (in press). Gaslighting Queerness: GSAs, Schooling, and Teachers’ Education. Journal of LGBT Youth.
Wozolek, B. & Mitchell, R.P. (accepted). Plastic or Phalloplasty: Negotiating Masculinity and (Cis)gender norms in schools and the academy, The Journal of Curriculum Pedagogy.
Wozolek, B. (under contract). Implications of queer theory for qualitative research. In G. Noblit (Ed.), The Oxford Research Encyclopedia of Education. New York: Oxford University Press.
Wozolek, B. & Gershon, W.S. (under contract). Ethnography and Middle Education. In D. Virtue (Ed.), The International Handbook of Middle Level Education Theory, Research, and Policy. New York: Routledge.
Wozolek, B. (in press). War of the half-breeds: Communities of color, resistance, and racist education in a high school in the Midwest. In W.S. Gershon (Ed.), Sensuous curriculum: The politics of the senses in education.
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. (Ed.). (under contract). Black lives matter: Race, Education, and Resistance in US Schools, Albany, NY: SUNY Press.
Kemp, A., Flynn, J. & Lupinacci, J. (Eds.). Wozolek, B. & Burns, L. (Social Justice Eds.). (under contract). Emancipating education: Considerations of Deferred Dreams and Visions for Change. Leiden, Neatherlands: Brill Publishers.
American Educational Research Association (AERA), American Educational Studies Association (AESA), Bergamo, International Congress of Qualitative Inquiry (ICQI)
American Educational Research Association, Division B, Program co-chair
American Educational Studies Association, At-large member of the Executive Board
Editorial Boards for the following journals:
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)