Research Staff Interests

Dr Stephanie (Daza)  Curley

Biography

Stephanie is Editor of Educational Studies, the official journal of the American Educational Studies Association (AESA). Her research investigates sociocultural and political contexts in three areas of education: (a) policy practices; (b) difference and diversity, particularly within cross-cultural, transdisciplinary, and transnational interstices; and (c) research methodology.

Daza's commitment to social and eco-justice aligns her teaching, research, and service, and is reflected in her support of educational opportunity for historically marginalized populations. For more information and updates, please visit stephdaza.com

Research Interests

Difference and in/equity in policy practices across and beyond educational settings;
research methodology and anthropology of education;
queer, critical race, feminist, and postcolonial/decolonizing theories and studies;
teacher education and higher education;
ecojustice;
aesthetic Education;
philosophy of science;
STEM and Digital Culture;
grant-science;
putting Gayatri Spivak to work in education.

Research Projects

The Real STEM Crisis: The Challenge of STEM Culture for Diversity and Innovation
Reflecting six years of fieldwork on two National Science Foundation grants (NSF 11-509; NSF 09-598), I am currently preparing a book manuscript on STEM culture. The study analyses the renewed focus on STEM-science, technology, engineering, and math—and specifically initiatives to broaden the participation of traditionally underrepresented populations in STEM. As critical ethnography, it considers the historical, economic, political, and social contexts of STEM and it gages the impact of "grant-science" - my term for competitive, policy-based funding-on innovation and diversity in STEM and education policy practice.

Project Websites

Research Experiences for Teachers

Books

Daza, S.L. Learning STEM Culture: The Challenge of an Aesthetic Education for a Digital Age (Proposal under review with Routledge)

Daza, S.L., Childers, S. & Rhee, J.E. Outside in Research Methodology: Theory, Method and the Empirical as/in Practice (Proposal in development)

Childers, S., Daza, S.L. & Rhee, J.E. (eds 2014) Promiscuous Feminisms: The Dirty Theory and Messy Practice of Feminist Educational Research Beyond Gender New York: Routledge

Refereed Journal Articles

Daza, S. L. & Huckaby, F. (2014) Decolonizing Data Analysis: Embodied Approaches to Inquiry. Qualitative Inquiry 20(6) pp801–810

Daza, S. L. (2013) Putting Spivakian Theorizing to Work: Decolonizing Neoliberal Scientism in Education. Educational Theory 63(6) pp601-619

Daza, S. L. (2013) Storytelling as Methodology: Colombia's Social Studies Textbooks after La Constitución de 1991. Qualitative Research in Education 2(3) pp242-276. doi: 10.4471/qre.2013.28

Daza, S. L. (2013). Reading Texts, Subtexts, and Contexts: Effects of (Post)Colonial Legacies in/on Curricular Texts in Different Contexts. Qualitative Research in Education 2(3) pp206-212. doi: 10.4471/qre.2013.26

Daza, S. (2013) A Promiscuous (Feminist) Look at Grant-Science: How Colliding Imaginaries Shape the Practice of NSF Policy. International Journal of Qualitative Studies in Education 26(5) pp580-598

Childers, S. Daza, S. & Rhee, J. E. (2013) Promiscuous Feminisms: The Dirty Theory and Messy Practice of Feminist Educational Research Beyond Gender. International Journal of Qualitative Studies in Education 26(5) pp507-523

Daza, S. (2012) Complicity as Infiltration: The Im/possibilities of Research with/in NSF Engineering Grants in the Age of Neoliberal Scientism. Qualitative Inquiry 18(8) pp773-786

Weatherton, Y., Daza, S., Pham, V. (2011) Perceived Barriers to Participation in Engineering: Why Underrepresented Groups Remain Underrepresented. American Society for Engineering Education Conference Proceedings Vancouver, British Columbia online here

Daza, S. (2008) Decolonizing Researcher Authenticity. Race Ethnicity and Education 11(1) pp71-85

Subedi, B. & Daza, S. (2008) The Possibilities of Postcolonial Praxis in Education. Race Ethnicity and Education 11(1) pp1-10

Daza, S. (2006) Local Responses to Globalizing Trends: Student-Produced Materials at a Colombian Public University. International Journal of Qualitative Studies in Education 19(5) pp553-571

Book Chapters

Daza, S.L., Rhee, J.E., Subreenduth, S. & Proctor, M. (2014, in press) Chapter 6: 'Funding as (Re)Form in Higher Education: Diverse Points of Engagement', in Keith M. Sturges (ed) Reforming Schools in the Age of Neoliberalism Sense Publishers

Daza, S. (2014, in press) 'Teaching the Taboo: Including Sexual Orientation in Teacher Preparation Courses', in Patrick M. Jenlink (ed) Sexual Orientation and Teacher Identity: Professionalism and GBLT Politics in Teacher Preparation and Practice Lanham, MD: Rowman & Littlefield Publishers, Inc.

Daza, S. (2009) 'The Non-Innocence of Recognition: Subjects and Agency in Education', in R. S. Coloma (ed) The Postcolonial Challenge in Education (pp 326-343) New York: Peter Lang

Daza, S. (2007) 'Student Activism (Latin American)', in G. L. Anderson & K. G. Herr (eds) Encyclopedia of Activism and Social Justice (pp 1347-1349) Thousand Oaks, CA: Sage

Other Publications

Daza, S.L. & Tuck, E. (2014) De/colonizing, (Post)(Anti) Colonial, and Indigenous Education, Studies, and Theories. Educational Studies 50(4) pp 307-312

Coloma, R.S., Daza, S.L., Rhee, J.E., Subedi, B. & Subreenduth, S. (2013) Decolonizing Local/Global Formations: Educational Theory in the Era of Neoliberalism. Educational Theory 63(6) pp 559-560

Daza, S.L. (2013) Reading Texts, Subtexts, and Contexts: Effects of (Post)Colonial Legacies in/on Curricular Texts in Different Contexts. Qualitative Research in Education 2(3) 2pp 06-212 doi: 10.4471/qre.2013.26

Daza, S. & Rhee, J. E. (in press 2013) A Review of "Ecojustice Education: Toward Diverse, Democratic, and Sustainable Communities." Martusewicz, R.A., Edmondson, J. and Lupinacci, J. Educational Studies 49(5) pp 465-470 New York: Routledge (2011)

Daza S.L. (July 2013) STEM Culture and the Real STEM Crisis. In Focus feature in Anthropology News issue on Science

Childers, S., Daza, S. & Rhee, J. E. (eds 2013) Promiscuous Feminisms: The Dirty Theory and Messy Practice of Feminist Educational Research Beyond Gender. International Journal of Qualitative Studies in Education 26(5)

Subedi, S. & Daza, S. (eds 2008) Postcolonial Perspectives on Education: A Special Issue. Race Ethnicity and Education 11(1)

Research Reports

Final and three annual reports for National Science Foundation's Research Experience for Teachers Grant (NSF 11-509). Co-principal investigator with Drs. Nur Yazdani and Yvette Weatherton.

Final and two annual reports for National Science Foundation’s Research Experience for Undergraduates (NSF 09-598). Co-principal investigator with Drs Nur Yazdani and Yvette Weatherton.

eSpace

link to eSpace publications

Journal & Book Series Editorships & Editorial Board Membership

Educational Studies: A Journal of the American Educational Studies Association (AESA), 2014-2019

Decolonization: Indigeneity, Education & Society 2011 - present

Horizons: Postcolonial Directions in Education 2010 - present

International Association of Qualitative Inquiry International Advisory Committee, 2005

Evidence of Impact on Policy and Professional Practice

Stephanie has co-directed and conducted two major research projects and program evaluations for the National Science Foundation in the United States. She has consulted on other funded projects and program evaluations, and has been invited to serve as the external evaluator on several projects. Additionally, she has been an invited member, organizer, presenter and instructor for the following:

Qualitative Research Professional Development and Training Courses at The American Educational Research Association’s (AERA) annual meetings in Vancouver, British Columbia, CA (April 2012) and in San Francisco, CA, USA (April 2013).

Sid Richardson and the Center for Research, Evaluation, and Assessment in Teacher Education Implementation Grant Strategic Planning Committee, 2010-11; Dr. Fran Huckaby’s Qualitative Inquiry 2 course. Texas Christian University, (2011).

Co-organizer of Webhost site for Latino Education and Advocacy Day Summit, (2010).

Dr. Danielle Davis’ Qualitative Research Design & Methodology course. UTA, (2008).

The College of Educational and Health Professions Bi-annual Meeting. UTA, (2007).

Education Campaign Symposia Advisory Committee, Ohio Commission on Hispanic/Latino Affairs, online here (2004-2006).

Major Awards, Prizes & Honorary Degrees

2012-13 Alternate. (1 year) The Ford Foundation's Post-Doctoral Fellowship.

2011 Featured; UTA College of Education and Health Professions.

2007-08 EMU College of Education Dean's Award for Research (2 Course Releases)

2006-07 1 of 5 Nominees for EMU Junior Faculty University Teaching Award (Student Nominated); Teacher Education Travel Award ($600); EMU Writing Fellow, Writing Intensive Seminar, ($1000); Mentor, EMU College of Education’s Celebration of Excellence (Student Nominated); EMU Course Design Faculty Seminar ($600).

2006 OSU Multicultural Center Graduate/Professional Student Award.

2005-06 Elsie Alberty Scholarship in Curriculum Studies (Dissertation; $9000); Dai Ho Chun Graduate Scholarship ($1000); Ray Travel Award ($750); School of Educational Policy and Leadership Travel Award ($500)

2004-05Fletcher Scholarship ($11,000; Declined)

2003-04 Slaymaker-Kensey Memorial Scholarship ($1000); Johnnie Christian Scholarship ($1000); Pi Lambda Theta Honors Program; Tinker Foundation Research Grant ($1000); Phi Kappa Phi Honor Society.

2001-02 Ohio State University Fellowship (12 months, Full Support); Antoinette Lowry Barr Scholarship ($1000)

Research-based Contributions to Practitioner and Academic Conferences

The Im/possibility of Translation: Sonic Ontologies. Orpheus Research Center in Music's Research Festival. (Invited Data Sonification Project) Orpheus Instituut, Ghent, Belgium (October 2014)

Digital Affective Technologies (DAT) for Transforming Social Science Methodologies. The International Congress of Qualitative Inquiry (ICQI) (with Maggie MacLure and James Duggan) Urbana-Champagne (May 2014)

The Challenge of Translation as Improvisation in a Digital Age: Un/Learning STEM Culture and Infiltrating Grant-Science. The American Anthropology Association (AAA) (panel organizer) Chicago (November 2013)

Unpacking Our Conceptualization of "Family" in Schools: The Importance of Respecting and Including LGBTQ Youth and Parents. (March 2007) Ann Arbor Open School Parent-Teacher Conference. Ann Arbor, MI

Conference Papers

Racing Methodology from Below: The Global Majority and the Future of Qualitative Inquiry. (Chair/Presenter) The International Congress of Qualitative Inquiry (ICQI). Urbana-Champagne (May 2013)

From a Feminist of Color Imaginary: Analyzing Grant-Science and Theorizing the Future of Feminist Methodology. The American Educational Research Association (AERA) San Francisco, CA, USA (April 2013)

Taking a Risk and Finding Meaning: Navigating Institutions. The American Educational Research Association (AERA) San Francisco, CA, USA (April 2013)

Theoretical and Methodological "Speed Dating": Social Theory meets Methodology meets Analysis in Qualitative Research. Professional Development Workshop of The American Educational Research Association (AERA) San Francisco, CA, USA (April 2013)

Un/learning America: Imperialism and Difference in Colombia's Social Studies Textbooks. American Educational Studies Association (AESA) Seattle, WA, USA (November 2012)

Theorizing is/as a "Best" Practice: Decolonizing Neoliberal (Non)Sense and Putting Spivak to Work in Education. Panel: Decolonization, Local/Global Perspectives & Differences. The American Educational Research Association (AERA) Vancouver, British Columbia (April 2012)

Theorizing Postcolonial Studies for/in Education. American Educational Studies Association (AESA) St. Louis (November 2011)

Going for Grants. The International Congress of Qualitative Inquiry (ICQI) Urbana-Champagne (May 2011)

Grants as/in Processes: Working toward a Post-Tenure Book. Panel: (Very) Early Thinking: Notes Toward New Projects. The International Congress of Qualitative Inquiry (ICQI) Urbana-Champagne (May 2011)

Teaching the Taboo: Including Sexual Orientation in Teacher Preparation Courses. The American Educational Research Association (AERA) New Orleans (April 2011)

Decolonizing Common Sense: Putting Gayatri Spivak to Work in Education. Panel: Theorizing Postcolonial Studies in/for Education. The American Educational Research Association (AERA) Denver (May 2010)

Perspectives from Colombia’s Social Studies Textbooks: America, Imperialism, and Difference Panel: Reading Texts, Subtexts, and Contexts: Curriculum, Empire, Globalization. The American Educational Research Association (AERA) Denver (May 2010)

The De-politicization of the Funded Goals of the National Science Foundation. Panel: Promiscuous Feminisms: The Application of Feminist Methodologies and Epistemologies to Curriculum Theorizing Beyond Gender. The American Educational Research Association (AERA) Denver (May 2010)

Engineering for Teachers of Diverse Student Populations: The Possibilities and Challenges of an NSF Grant on Research Experiences for Teachers (RET). (with Yvette Weatherton) The Teacher Education and Social Justice Conference, Chicago (December 2009)

Teaching Diversity and Social Justice in Online Teacher Education Courses: Learning from Pre-Service Teachers' Interpretations. The American Educational Research Association (AERA) San Diego (April 2009)

Research in Engineering for Teachers: The Possibilities and Challenges of Doing NSF Funded Work toward Social- and Eco-justice. The American Educational Research Association (AERA) San Diego (April 2009)

Perspectives from Colombia's Social Studies Textbooks: America, Imperialism, and Difference. Center for Mexican American Studies Research Seminar, University of Texas-Arlington, Arlington (February 2009)

Global/Local Knowledge/Power: Curriculum as a Tool for Imperialism and Decolonization. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton (October 2008)

Local/Global Dynamics: Visual Cultural Production and Policy as/in Curriculum. Panel: Putting Post-Colonial Feminist Theories to Work. American Studies Association of Higher Education (ASHE) Louisville (November 2007)

The Politics of Funding Work with/for Immigrants. Anthropological Association (AAA) Washington DC (November 2007)

The Impossibility of Noncomplicity: A Transbinary Framework for Transnational Research American and Playing with the White Boyz. American Educational Studies Association (AESA) Cleveland (October 2007)

Seminars

Feedback Loops. ESRI Seminar Series, Manchester Metropolitan University (with Richard Craig, May 2014)

Teaching Interests

Research methodology;
anthropology;
difference/diversity;
ecojustice;
educational studies and theories;
teacher/student action research;
youth culture and cultural production;
global trends in educational policy, especially in higher education and teacher education.

Areas of Post-graduate Supervision

  • Difference, diversity and in/equity in education and society
  • Anthropology of education
  • Anthropology of policy; critical policy analysis
  • Policy practice
  • Higher education
  • Student activism
  • Visual/Cultural Studies
  • Research methodology
  • Postcolonial/decolonizing, queer, feminist, and race theories and studies
  • Ecojustice
  • Aesthetic Education
  • Philosophy of science
  • STEM and Digital Culture

 

 

 

 

Position/Post: Research Fellow
Tel: 0161-247-2239
Email: s.curley@mmu.ac.uk
Location: Brooks 1.06
Web: www.stayotherwise.com
Blog: drstephdaza.blogspot.co.uk/
Skype: stephlcurley
Twitter: @stayotherwise
Mobile: (44)0750 692 1919