RESEARCH STUDIES AND GRANT FUNDED PROJECTS
Project: Anti-oppression Pedagogy and Curricular Alignment (2021-2022 granted, $5,000), Principal Investigator
Project: AEC Storytelling, York Road Initiative Evaluation (2018-2019 granted, $17,425), Agency: Anne E. Casey Foundation
Project: Evaluation of the Baltimore Juvenile Pre-Petition Diversion Program (2017-2018 granted, $20,000), Agency: Maryland Safe Streets Program/Baltimore Police Department, Co-Principal Investigator
Project: Bridging Safe Spaces: Critical Care for Marginalized Youth in Middle Schools (2017-2019), Principal Investigator
Project: Assemblages of Violence: Women’s Narratives in the Global South (2016-2019), Principal Investigator
AWARDS/RECOGNITION
2021 Critics Choice Book Award from the American Educational Studies Association (AESA) for Assemblages of Violence in Education: Everyday Trajectories of Oppression (Routledge, 2021).
2021 “Early Career Award” from the Critical Issues in Curriculum and Cultural Studies (CICCS) special interest group of the American educational Research Association (AERA).
2020: Paper of the Year Award, Educational Studies, co-sponsored by Taylor & Francis and the American Educational Studies Association (AESA).
2018: Kent State University Hall of Fame- Diversity Award
2016: AERA- Division B (Curriculum Studies), Outstanding Dissertation Recognition Award
- Dissertation shortlisted for AERA’s Arts Based Education Research (ABER) SIG and AERA’s Division G (Social Contexts) in 2017 dissertation awards.
2012: James T. Sears Award, outstanding graduate student publication, “The nested nature of m/othering: Complicating curriculum conversations.” Curriculum and Pedagogy.
2015: Latino Networking Caucus, Kent State University- Outstanding Graduate Student Award.
PUBLICATIONS
Books:
Wozolek, B. (2021). Assemblages of violence in education: Everyday trajectories of oppression. Routledge
Wozolek, B. (Ed.). (in press). Black lives matter: Race, education, and resistance in US schools. SUNY Press. (Contributors: Yolanda Sealy-Ruiz, Marcelle Haddix, Reagan Mitchell, Denise Taliaferro-Baszile, Ngozi Williams, David O. Stovall, Walter Gershon, Roland Mitchell, Sherick Hughes. Afterward by Lester Spence).
Peer Reviewed Publications:
Wozolek, B. (2021). “Is your dad a towelhead?”: Capitals of shame and necropolitics in post-9/11 America, Canadian Social Studies, 52(2), 10-21.
Wozolek, B. (2021). Curriculum of reflexivity: (Re)imagining education through action research and Saudi Vision 2030. Taboo, 20(2), 218-223.
Wozolek, B. (2021). Race, gender, and sexual orientations in curriculum studies. In M. Fang He & B. Shubert (Eds.) The Oxford Encyclopedia of Curriculum Studies. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1445
Wozolek, B. (2021). Critical gender geographies. In C. Mayo (Ed.), The Oxford Encyclopedia of Gender and Sexuality. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1353
Wozolek, B. (2021). “It’s not fiction, it’s my life”: LGBTQ+ youth of color and kinships in an urban middle school, Theory into Practice, 60(1), 94-102. DOI: 10.1080/00405841.2020.1829383
Wozolek, B. (2020). Hidden curriculum of violence: Affect, power, and policing the body. Educational Studies, 56(3), 269-285. DOI: 10.1080/00131946.2020.1745808.
Wozolek, B. (2020). Forum: Queer battle fatigue in classrooms and communities. GLQ: The Journal of Lesbian and Gay Studies, 26(2), 215-217. DOI: 10.1215/10642684-8141704.
Wozolek, B., Bettez, S., Sintos Coloma, R., & Kelly, H. (2020). The queer love project: AESA, fatigue, and building the body of an organization. GLQ: The Journal of Lesbian and Gay Studies, 26(2), 223-226. DOI: 10.1215/10642684-8141704.
Wozolek, B. (2019). Implications of queer theory for qualitative research., In. G. Noblit (Ed.), Oxford Research Encyclopedia of Education (pp. 1-18). New York, NY: Oxford University Press. DOI: 0.1093/acrefore/9780190264093.013.735.
Wozolek, B. (2019). M/othering redoux: A reading of curriculum theory to get through sleepless nights. The Journal of Gender Studies, 28(8), 873-882. DOI: 10.1080/09589236.2018.1564649.
Wozolek, B. (2018). Gaslighting queerness: GSAs, schooling, and teachers’ education. Journal of LGBT Youth, 15(4), 319-338. DOI: 10.1080/19361653.2018.1484839.
Wozolek, B. (2018). In 8100 again: The sounds of students breaking. Educational Studies: A Journal of the American Educational Studies Association, 54(4), 367-381. DOI: 10.1080/00131946.2018.1473869.
Wozolek, B. & Mitchell, R. P. (2018). Plastic or phalloplasty: Negotiating masculinity and (cis)gender norms in schools and the academy. The Journal of Curriculum & Pedagogy, 15(3), 318-322. DOI: 10.1080.15505170.2018.1525451.
Wozolek, B. (2018). The mothership connection: Utopian funk from Bethune and beyond. The Urban Review, 50(5), 836-856. DOI: 10.1007/s11256-018-0476-7.
Wozolek, B., Wootton, L., & Demlow, A. (2017). The school-to-coffin pipeline: Queer youth, suicide and resilience of spirit. Cultural Studies <> Critical Methodologies, 17(5), 392-398. DOI: 10.1177/1532708616673659
Special Issues:
Wozolek, B. (Ed.). (2020). Forum: Queer battle fatigue in classrooms and communities. GLQ: The Journal of Lesbian and Gay Studies 26(2), 215-242. DOI: 10.1215/10642684-8141704. (Contributors: Cris Mayo, Erica Meiners, Lauria Fuller, Silvia Bettez, Roland Sintos Coloma, Hilton Kelly, Kaila Story, Melssa M. González, sj Miller, Mario Suarez, Walter Gershon)
Book Chapters:
Wozolek, B. (in press). “Let’s Talk About the End of the Day”: Black Queer Youth and Zero-ish Tolerance Policies. In E. Payne & M. Smith (Eds.), Queer kids, school violence, and the limits of bullying.
Wozolek, B. (in press). Queer theory and qualitative research. In N. Ivankova (Ed.), The International Encyclopedia of Education. Elsevier.
Wozolek, B. & Huddelston, G. (in press). A curriculum of conflation: Using space and place to tell “Big and Curriculum, Assemble! Exploring the limits of curricular humanism through pop culture. Dio Press.
Wozolek, B. & Irizarry, J. (in press). Intersectional cartographies: Tracing the contours of the margins. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color. Routledge.
Wozolek, B. (in press). Marginalized by intersectionality: Teachers and scholars of color participating in assemblages of violence. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color. Routledge.
Wozolek, B. (2020). Intellectual gatekeepers: Reclaiming Black queer youth as the public. In T.C. Wells, D.L Carlson, and M. Koro (Eds.), Intra-Public intellectualism: Critical Qualitative Inquiry in the Academy. Myers Educational Press.
Wozolek, B. (2020). In 8100 again: The sounds of students breaking. In W.S. Gershon & P.M Appelbaum (Eds.), Sonic studies in educational foundations: Echoes, reverberations, silences, noise (pp. 13-30). Routledge.
Wozolek, B., & Gershon, W. (2019). Ethnography and middle education. In D. Virtue (Ed.), The International Handbook of Middle Level Education Theory, Research, and Policy (pp. 293-302). Routledge.
Wozolek, B. (2019). War of the half-breeds: Communities of color, resistance, and racist education in a high The Politics of the Senses in Education (pp. 67-84). Information Age Press.
Wozolek, B. (2015). Deliberative conversation: Possibilities of equity in everyday schooling. In J.G. Henderson Ed.), Reconceptualizing Curriculum Development: Inspiring and Informing Action (pp. 99-109). Routledge.
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. (2012). The nested nature of m/othering: Complicating curriculum conversations. In B. Sams, J. Privilege, and Practice (pp. 97-114). Information Age Publishing.
Editorially Reviewed Articles:
Gist, C., Bristol, T.J., Wozolek, B., Irizarry, J., & Brockenbrough, E. (2021). The power of intersectional interventions for Teachers of Color and Indigenous Teachers, Phi Delta Kappan, 44-47.
Wozolek, B. & Shafer, A. (2021). Time to shift away from standardized testing? Educational Leadership, 79(1), online exclusive: https://www.ascd.org/el/articles/time-to-shift-away-from-standardized-testing.
McQuiggan, S. & Wozolek, B. (2020). The world language crisis: Problems and solutions: Diminishing language programs in US schools. The Pennsylvania Language Forum, 90(1), 22-26. nternational Journal of Curriculum and Social Justice, 1(1), 186-214.
Wozolek, B. (2019). Amnesiac bodies of curricula: Dialogues on indigeneity, refusal, and being. Journal of the American Association for the Advancement of Curriculum Studies, 13(2), 1-6. DOI: doi.org/10.14288/jaaacs.v13i2.
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. (2015). Schooling racialized bodies: Curriculum at the intersection of visibility and absence. International Journal of Curriculum and Social Justice, 1(1), 7-17.
Editorials:
Wozolek, B. (2018, February 19). Ignoring reality for LGBTQ youths. The Washington Post, p. A18.