Camille Walsh

Assistant Professor

B.A. European Studies, New York University
J.D. Harvard Law School
Ph.D. History, University of Oregon

Office: UW1-332
Phone:425-352-3352
Email: camwalsh@uw.edu
Mailing: Box 358530, 18115 Campus Way NE, Bothell, WA 98011-8246

Teaching

Above all, I want students in my classes to leave with new ways of thinking about a particular subject, whether law, race, policy, gender or history. Though information is important, I believe the far more crucial learning process is for students to develop new methods of argument and critical lenses of analysis that they can then bring to bear on any problems or narratives they come across in the future. To this end, my classes focus on collective learning, involving workshop activities and document analysis along with exposure to numerous types of sources in readings, lecture and discussions, from songs, legal opinions, memoirs, film, government documents, art and more. I rely on small group exercises and often center classes on student-directed learning through case studies, reading selections, class facilitations, team presentations, ongoing assessment and other tools. My research focuses on education precisely because of my strong belief in quality education as a potentially transformative experience that should be accessible to all. I strive to bring that commitment into every classroom.

Recent Courses Taught

BIS 321 United States History from 1865
BIS 323 United States History to 1865
BIS 393 Special Topics
BIS 398 Directed Study/Research
BIS 414 Topics in Human Rights
BIS 498 Undergraduate Research
BISLEP 301 Law, Economics and Public Policy
BCUSP 202 Introduction to Law

Research/Scholarship

My research is centered on the interdisciplinary intersections of law, inequality, race and class and the implications of particular historical processes on social justice movements around access to education. I have spent the last several years immersed in the ramifications for educational policy of unequal and racialized taxation and funding in K-12 public schools, and my book on this subject, Racial Taxation: Whiteness, Segregated School Funding and Taxpayer Citizenship, 1869-1973 will be published by University of North Carolina Press in early 2018. Racial Taxation argues that the identity “taxpayer” has been far from neutral in U.S. history and law, and was deeply linked to white privilege, educational segregation and inequality throughout the 20th century and despite seemingly transformative legal rulings like Brown v. Board of Education. I have also begun research on my next book, Race, Place and Price: Tuition Segregation and Public University Financing in the U.S., which examines the limitations on mobility, access and opportunity in state-funded institutions of higher education historically and especially legally, and how students – and taxpayers – have both challenged and shaped the mechanisms of inclusion and exclusion inherent in the distribution of public higher education resources.

Selected Publications

"Erasing Race, Dismissing Class: San Antonio Independent School District v. Rodriguez." Berkeley La Raza Law Journal, April 2011.