Karen Gourd's scholarship focuses on equity and educational and social change. How do we create classrooms, programs, and schools that are inclusive of all students, recognize and meet the diverse needs of individuals, and provide equitable educational opportunities? This question is foundational to her work in three general areas:
theories of learning -- specifically using the arts to connect the rational and the emotional systems of processing and expressing information,
critical pedagogy and teacher education applying tenets of multicultural education, and
individual, institutional, and social policies and practices.
Before becoming a teacher educator, Karen Gourd was a teacher of English to Speakers of Other Languages at various levels of education (e.g., N-12; university, and adult education) in the U.S and taught English as a foreign language in Taiwan. She teaches in the Master's Program (including courses in the Secondary Certification Program), the K-8 Certification Program, and the minor.
Courses Taught Include:
B EDUC 391 - Special Topics: Culture, Knowledge, and Education
B EDUC 452 - Service Learning
B EDUC 456 - Adolescents in School and Society
B EDUC 501 - Inquiry in Education
B EDUC 553 - Curriculum, Instruction, and Assessment in Secondary English, Social Studies, and History
B EDUC 563 - Curriculum, Instruction, and Assessment in Secondary English
B EDUC 556 - Adolescent Development
American Educational Research Association
National Council of Teachers of English
International Society for Language Studies
Pedagogy and Theatre of the Oppressed
Phi Delta Kappa
Honors and Awards:
Resident Director of Japan Study/Visiting Professor Waseda University, Tokyo, Japan (2007-2008)
International Initiative-Japan, Title VII Grant-culture and language study in Japan (Jun 2003)
Faculty Travel Grant, "Teaching and Learning in Tanzania's Elementary and Secondary Schools," Tanzania.
Global Partners Grant to attend "East Africa in Transition: Economy, Ethnicity, and Ecology," Kenya (Jun 2002)
Ph.D. Curriculum and Instruction, University of Washington
M.S. Teacher of English to Speakers of Other Languages, Central Connecticut State University
B.A. English, Michigan State University
Selected Publications and Presentations:
"Miseducating for Inequity: Fifty Years After Brown." In Brown II, M. C. & Bartee, R.D. (Eds.) (forthcoming, 2008/2009). The broken cisterns of African American education: Academic performance and achievement in the post-Brown era. New York: Peter Lang. (Co-author: Jonathan Lightfoot, Hofstra University.)
"Critically Examining Language Policies, Practices, and the Education of Language Learners in Canada and the US." (In R. Joshee & L. Johnson (Eds.) (2007). Multicultural Education Policies in Canada and the United States. Vancouver: UBC Press.
"Knowledge Construction, Language Maintenance, Revitalization, and Empowerment," in J. A. Banks (Ed.) (1996). Multicultural Education, Transformative Knowledge, and Action. New York: Teachers College Press. First author: Dr. Carlos Ovando, Indiana University.
Book Review in Critical Inquiry in Language Studies: An International Journal, 2(4), pp. 233-247. Reviewed Tollefson, J. W. (Ed.). (2002). Language policies in education: Critical issues. Mahwah, NJ: Lawrence Erlbaum Associates.
Book Review in Urban Education 39, 2: 230-236. Reviewed Cortés, C. E. (2000). The Children Are Watching: How the Media Teach about Diversity. New York: Teachers College Press.
Freire's liberatory model of education: Transformation at the classroom level. (1998). Unpublished Doctoral Dissertation, University of Washington, Seattle, WA.