RESEARCH STUDIES AND GRANT FUNDED PROJECTS
Project: The Teacher Education Mentoring Program: Building Strong Foundations through Mentoring (2025-2028 granted, $255,000), Principal Investigator
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
2025 Dr. Susan R. Rankin Award, Center for Sexual and Gender Diversity, Penn State University
2024 Outstanding Book Recognition Award, Division B (Curriculum Studies) of the American Educational Research Association for Educational Necropolitics: A Sonic Ethnography of Everyday Racisms in US Schools (Routledge).
2023 Outstanding Book Award, Division B (Curriculum Studies) of the American Educational Research Association for Black Lives Matter: Race, Education, and Resistance (SUNY Press, 2022).
2022 Drumline for Justice Award from Penn State University, Abington College.
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.
PUBLICATIONS
Books (Monographs):
Wozolek, B. (2023). Educational necropolitics: A sonic ethnography of everyday racism in U.S. schools. Routledge.
Wozolek, B. (2021). Assemblages of violence in education: Everyday trajectories of oppression. Routledge
Books (Edited Collections):
Wozolek, B., Gershon, W.S., & Mitchell, R. (Eds.). (2024). Letters to the field: Curriculum studies in our own words. Myers Education Press.
Wozolek,B. & Carlson, D.L. (2023). Queer battle fatigue: Education, exhaustion, and everyday oppressions. Routledge.
Wozolek, B. (Ed.). (2022). Black lives matter: Race, education, and resistance in US schools. SUNY Press.
Peer Reviewed Publications:
Wozolek, B. (2024). Critical consent curriculum: Towards ethical self-empowerment in schools, Journal of Curriculum Theorizing, 39(4), 38-52. DOI:10.63997/jct.v39i4.1099
Gershon, W.S. & Wozolek, B. (2024). Sound traumas: Curricular attunements for care and educational understandings, Journal of Curriculum Theorizing, 39(1a), 1-10. https://journal.jctonline.org/index.php/jct/article/view/1175
Wozolek, B. (2024). Mai: Remembering, forgetting, and the art of writing qualitatively, International Review of Qualitative Research, 17(3), 378-396.DOI: 10.1177/19408447241245114.
Wozolek, B. (2024). Counting publications: The curricula of data and tenure, American Association for the Advancement of Curriculum Studies. 16(1), 74-90. DOI: 10.14288/jaaacs.v16i1.198593.
Roden, C.R., Billman, M., Francesco, A., Mullin, R., Tassi, C., Wozolek, B., Heppard, B., Essayli, J., Stuckey-Peyrot, H. (2023). Treatment goals for gender dysphoria, Pediatrics. DOI: 10.1542/peds.2023-062202.
Wozolek, B. (2023). “What does learning sound like?”: Reverberations, curriculum studies, and teacher preparation, Northwest Journal of Teacher Education, 17(3), 27-32. DOI: 10.15760/nwjte.2022.17.3.27
Wozolek, B. & Atif, A. (2022). A nice white lady: Critical whiteness studies, teacher education, and city schools, International Journal of Qualitative Studies in Education, 35(7), 755-763. DOI: 10.1080/09518398.2022.2061627.
Wozolek, B. & Carlson, D.L. (2022). Mapping the contours of queer battle fatigue in educational contexts: An introduction. International Journal of Qualitative Studies in Education, 35(9), 905-910. DOI:10.1080/09518398.2022.2035461.
Wozolek, B. & Antell, S. (2022). Curricula of oppressions: Queering elementary school norms and values, International Journal of Qualitative Studies in Education, 35(9), 980-992. DOI: 10.1080/09518398.2022.2035460.
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. & Gershon, W.S. (Eds.). (2024). Sound traumas: Curricular attunements for care and curricular understandings, Journal of Curriculum Theorizing, 39(1b). (Contributors: Allyson Compton, Hannah Edber, Leah Panther, Maureen Flint, Albert Stabler, Peter Woods)
Wozolek, B. & Gershon, W.S. (Eds.). (2024). Sound traumas: Curricular attunements for care and curricular understandings, Journal of Curriculum Theorizing, 39(1a). https://journal.jctonline.org/index.php/jct/issue/view/117. (Contributors: Peter Appelbaum, Bessie Dernikos, Sarah Gerth van den Berg, Reagan P. Mitchell).
Wozolek, B. & Carlson, D.L. (Eds.). (2022). From verbal aggression to physical violence: LGBTQ+ experiences, everyday oppression, and education. International Journal of Qualitative Studies in Education. (Contributors: Sean Robinson, Karen Morris, Adam J. Gretemen, Nic M. Weststrate, Reagan P. Mitchell, Mario I Suárez, Andrea M. Hawkman, Colby Tofel-Grehl, Beth L. MacDonald, Kristin Searle, David F. Feldon, Taryn Sommers, Michael Hernandez, Boni Wozolek, Samantha Antell, Darla Linville, Kate E. Kedley)
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. (2025). Dead air, dead classrooms: Sonic necropolitical entanglements in schools. In B. Varga (Ed.), Hauntological Social Studies: More-than-human deviances, implications, and proliferations. Teachers College Press.
Wozolek, B. (2025). Curricula of belonging: Intra-actions at the intersections of ethical commitments and educational necropolitics. In M. McDermott and T. Price (Eds.), Public Spaces, Politics, and Policy: Historical Entanglements with Irrational Momentism (pp. 157-172). Lexington Press.
Gershon, W.S. & Wozolek, B. (2025). Sonic interruptions: Centering listening in qualitative research. In M. Boucher (Ed.), Light a Fire and Watch it Burn: Disruptive Qualitative Methods in Education Research (pp. 45-57). Myers Education Press.
Wozolek, B. (2025). Pipelines Paved by Bullies: Black Queer Youth and Zero-ish Tolerance Policies. In E. Payne & M. Smith (Eds.), Queer kids, school violence, and the limits of bullying (pp. 180-205). University of Minnesota Press.
Wozolek, B. (2025). “Everyone seems so happy…and queer!”: Sex education and queer(ed) curricula of consent. In D. Friedrich and J. Corson (Eds), T.V. as Curriculum Studies: Putting Curriculum Theory to Work, (pp. 216-221). Myers Education Press.
Wozolek, B. (2023). Echo chambers of oppression: Sounded understandings and deep listening through sonic ethnography. In B. Baker, A. Saari, and L. Wang (Eds.), Flashpoint epistemology: Education in the age of interconnection and complexity, (pp. 62-83). Routledge.
Wozolek, B. & Carlson, D.L. (2023). Anti-queerness as educational norms: Tracing the contours of queer battle fatigue, in B. Wozolek & D.L. Carlson, Queer battle fatigue: Education, exhaustion, and everyday oppressions (pp. 1-6). Routledge.
Wozolek, B. (2023). Forward: Becoming posthuman social studies. In B. A. Varga, T. Monreal, & R.C. Christ (Eds.), Toward a stranger and more posthuman social studies (pp.xi-xv). Teachers College Press.
Wozolek, B. (2023). Queer theory and qualitative research. In N.V. Ivankova (Ed.), The International Encyclopedia of Education (pp. 78-84). Elsevier.
Wozolek, B. & Irizarry, J. (2022). Intersectional cartographies: Tracing the contours of the margins. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color (pp.549-556). American Educational Research Association.
Wozolek, B. (2022). 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 (pp. 617-625). American Educational Research Association.
Wozolek, B. & Huddelston, G. (2022). A curriculum of conflation: Using space and place to tell “Big Little Lies”. Friedrich, D., Corson, J. & Hollman, D. (Eds.) Pop Culture and Curriculum, Assemble! Exploring the limits of curricular humanism through pop culture. (pp. 191-214). Dio Press.
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:
Hartlep, N.D., Brewer, J., & Wozolek, B. (2022). Introduction, The Journal of Educational Foundations, 35(1), 3-5.
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.