“The whole point of the university was to create a space where open-ended discovery and reflection
could proceed unhampered by instrumental and market pressures.” (Amanda Anderson)

Lynn Fendler
Professor
Department of Teacher Education
Michigan State University

Ethics of knowledge; curriculum theory; philosophy of education; historiography; World Languages; taste and food.

Ph.D. 1999 - University of Wisconsin-Madison, Curriculum and Instruction, Adviser: Thomas Popkewitz
M.A. 1984 - University of Wisconsin-Madison, Applied English Linguistics (TESOL)
Graduate Work 1975-1976 - University of Wisconsin-Madison, Chinese History
B.A. 1974 -Augustana College, Rock Island, IL, Asian Studies & Philosophy
Diploma 1970 - Nürnberg American High School, Fürth, Germany

Michigan State UniversityProfessor 2013-present
Associate Professor 2007-2013; Assistant Professor 2001-07; Visiting Assistant Professor 2000-01.
University of Luxembourg, Visiting Professor 2010-11


RESEARCH

Peer-Reviewed Journal Articles

Fendler, L. and Priem, K. (under review). Shifting epistemologies for discipline and rigor in educational research: Challenges and opportunities from digital humanities. European Educational Research Journal.

Priem, K. and Fendler, L. (in press for July 2018). 'Rationale Trennung' or 'Marriage d'Amour'? History and philosophy of educational research. Espacio, Tiempo y Educación (Special issue: History of Education Looking at Itself), 5(2).
  • German version published as 'Rationale Trennung' oder 'Marriage d´Amour'? Zum Verhältnis von Geschichte und Philosophie in der Erziehungswissenschaft in Zeitschrift für Pädagogic,5.

Fendler, L. (2017). Apertures of documentation: Reading images in educational history. Paedagogica Historica, 53(6): 751-762.

Fendler, L. (2016). Ethical implications of validity-vs-reliability trade-offs in educational research. Ethics and Education, 11(2): 214-229.

Phùng, T.H. & Fendler, L. (2015). A critique of knowledge-based arts education: Ars Gratia Artis through Rancière's aesthetics. Sisyphus--Journal of Education,3(1): 172-191.

Smeyers, P. & Fendler, L. (2015). Perspectives on representational and non-representational language-games for educational history and theory. Part 1: Revisiting the Wittgensteinian legacy. Paedagogica Historica,51(6): 674-690.

Fendler, L. & Smeyers, P. (2015). Perspectives on representational and non-representational language-games for educational history and theory. Part 2: Focusing on presentation instead of representation. Paedagogica Historica,51(6): 691-701.

Priem, K. & Fendler, L. (2015). 'Rationale Trennung' oder 'Marriage d´Amour'? Zum Verhältnis von Geschichte und Philosophie in der Erziehungswissenschaft, Zeitschrift für Pädagogic,5, pp.643-664.

Fendler, L. (2012). The magic of psychology in teacher education. Journal of the Philosophy of Education, 46(3), 332-351.
  • A version published as "Psychology in teacher education: Efficacy, professionalization, management, and habit" in P. Smeyers & M. Depaepe (Eds.). Educational Research: The Attraction of Psychology. Dordrecht: Springer.

Fendler, L. (2012). The educational problems of aesthetic taste. Zeitschrift für Pädagogik, 58, pp. 66-80. Special issue on Materiality and Education, [Die Materialität der Erziehung: Kulturelle und soziale Aspekte pädagogischer Objekte.] Karin Priem, Gudrun M. König & Rita Casale, (Eds.).

Fendler, L. (2012). Lurking, distilling, exceeding, vibrating. Studies in Philosophy and Education, 31(3), 315-326.

Fendler, L. (2011). Edwin & Phyllis. Studies in Philosophy and Education, 30(5), 463-469. (50th Anniversary Special Issue.)
  • Reprinted in Biesta G.J.J. (Ed.) (2012). Making sense of education: Fifteen contemporary educational theorists in their own words. pp. 35-41. Dordrecht/Boston: Springer Science+Business Media.
  • Translated into Chinese as 爱德文与菲利斯的对话. Available on Eduzx.net, 20 December 2012.

Fendler, L. (2008). The upside of presentism. Paedagogica Historica. 44(6), 677-690.
  • Translated into Spanish as "El Lado Positivo Del Presentismo" published in Profesorado, 2009.

Fendler, L. (2008). New and improved educationalising: Faster, more powerful, and longer lasting. Ethics and Education 3(1), 15-26.
  • A version published as "Educationalising trends in societies of control: Assessments, problem-based learning, and empowerment" in P. Smeyers & M. Depaepe (Eds.). Educational research: The educationalisation of social problems. Dordrecht: Springer.

Fendler, L. & Muzaffar, I. (2008). The history of the bell curve: Sorting and the idea of normal. Educational Theory, 58(1), 63-82.
Cited in:

Zembylas, M. & Fendler, L. (2007). Reframing emotion in education through lenses of parrhesia and care of the self. Studies in Philosophy and Education, 26(4), 319-333.

Fendler, L. (2006). Why generalisability is not generalisable. Journal of the Philosophy of Education, 40(4), 437-449.
  • Reprinted in P. Smeyers and M. Depaepe (Eds.), Educational research: Why what works doesn’t work. (pp. ). Dordrecht, NL: Kluwer/Springer International, 2006.
  • Reprinted in D. Bridges & R. Smith (Eds.). Philosophy, methodology and educational research. New York: Blackwell, 2007.

Fendler, L. & Tuckey, S. (2006). Whose literacy? Discursive constructions of life and objectivity. Educational Philosophy and Theory, 38(5), 587-606.

Fendler, L. (2006 Fall). Others and the problem of community. Curriculum Inquiry, 36(3), 295-318.

Fendler, L. (2004). Praxis and agency in Foucault’s historiography. Studies in Philosophy and Education, 23(5), 445-466.

Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16-25. [substantially revised and extended from the earlier French version.]

Fendler, L. (2001). Réflexion des enseignants dans un palais des miroirs: Reflets politiques et épistémologiques. Recherche et Formation pour les Professions de l’education, 38, 31-45.

Books
Fendler, L. & Depaepe, M. (Eds.)(2015). Historical Approaches. Volume in Interpretation in Educational Research: An International Handbook.Paul Smeyers, David Bridges, Nicholas Burbules, Morwenna Griffiths (General Editors). Dordrecht: Springer.

Fendler, L. (2010). Michel Foucault.Continuum Library of Educational Thought, Vol. 22, Richard Bailey, (Series Ed.). London: Bloomsbury Publishing [originally Continuum].

Popkewitz, T.S. & Fendler, L. (Eds.)(1999). Critical theories in educational discourse: Changing terrains of knowledge and politics. New York: Routledge.

Book Chapters (peer reviewed)
Fendler, L. (2018). The Gates MET project as a case of philanthrocapitalism. In P. Smeyers & M. Depaepe (Eds.). Educational research: Ethics, social justice, and funding dynamics. pp. 239-259. Dordrecht: Springer.

Fendler, L. (2018). Validity-versus-Reliability Tradeoffs: Ethical implications for educational research. In P. Smeyers & M. Depaepe (Eds.). Educational research: Ethics. pp. 143-161. Dordrecht: Springer.
  • A version also published in Ethics and Education.

Fendler, L. (2016). How is it possible to make a difference? Agency, actors, and affect as discourses of change in education research. In P. Smeyers & M. Depaepe (Eds.). Educational research: Changes of discourse and discourses of change. pp. 29-44. Dordrecht: Springer. ISBN 978-3-319-30456-4.

Fendler, L. & Depaepe, M. (2015). Introduction to historical interpretation. In Fendler, L. & Depaepe, M. (Eds.)(2015). Historical Approaches. Interpretation in Educational Research: An International Handbook. pp. 867-871. Paul Smeyers, David Bridges, Nicholas Burbules, Morwenna Griffiths (General Editors). Dordrecht: Springer.

Fendler, L. (2014). The ethics of materiality: Some insights from non-representational theory for educational research. In P. Smeyers & M. Depaepe (Eds.) Educational research: Material culture and its representation. pp. 115-132. Dordrecht: Springer.

Fendler, L. and Priem, K. (2013). Material contexts and creation of meaning in virtual spaces: Web 2.0 as a space of educational research. In P. Smeyers & M. Depaepe (Eds.). Educational research: Places and spaces of educational research. Dordrecht: Springer.

Fendler, L. (2012). Web 2.0 and the future of educational research: Pedagogical, political, and epistemological implications. Educational systems in historical, cultural, and sociological perspectives. pp. 125-144. Volume 1 in the series The Future of Educational Research. Edited by Tröhler, D. and Barbu, R. Rotterdam, NL: Sense Publishers.
  • Translated into Spanish as La Web 2.0 y el futuro de la investigación educativa. Implicaciones pedagógicas, políticas y epistemológicas. In Los sistemas educativos. Perspectiva histórica, cultural y sociológica, pp. 124-140. D. Tröhler & R. Barbu (comps.) 2012. Barcelona, España: Ediciones Octaedro.

Fendler, L. (2012). Psychology in teacher education: Efficacy, professionalization, management, and habit. In P. Smeyers & M. Depaepe (Eds.). Educational research: The attraction of psychology. Dordrecht: Springer.
  • A version also published in the Journal of the Philosophy of Education.

Fendler, L. (2010). Educationalising trends in societies of control: Assessments, problem-based learning, and empowerment. In P. Smeyers & M. Depaepe (Eds.). Educational research: The educationalisation of social problems. Dordrecht: Springer.
  • A version also published in Ethics and Education.

Fendler, L. (2010). Teacher professionalization as a double-edged sword: Regulation/empowerment in U.S. educational policies. In M. Simons, M. Olssen & M. Peters (Eds.), Re-reading education policies: Studying the policy agenda of the 21st century (pp. 735-753). Rotterdam, The Netherlands: Sense.

Fendler, L. (2003). Community and citizenship in the discourse of the Michigan Partnership for New Education. In B.M. Franklin, M.N. Bloch, & T.S. Popkewitz (Eds.), Educational partnerships and the state: The paradoxes of governing schools, children, and families (pp. 187-209). New York: Palgrave Macmillan.

Peters, S. & Fendler, L. (2003). Disability, flânerie and the spectacle of normalcy. In M. Tamboukou & S. Ball (Eds.). Dangerous encounters: Genealogy and ethnography (pp. 111-131). New York: Peter Lang.

Fendler, L. (2003). Ethical problems of community in educational research. In P. Smeyers & M. Depaepe (Eds.), Educational research: Beyond empiricism: On criteria for educational research. pp. 257-269. Leuven, Belgium: Leuven University Press.

Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. In K. Hultqvist & G. Dahlberg, (Eds.), Governing the child in the new millennium (pp. 119-142). New York: RoutledgeFalmer.

Invited Contributions (editor reviewed)
Fendler, L. (under review). New cultural history. International handbook of historical studies in education: Debates, tensions, and directions. Daniel Tröhler (Ed.). Dordrecht: Springer.

Fendler, L. (in press). Developmentality. Sage Encyclopedia of Children and Childhood Studies. D.T. Cook (Ed.). New York: Sage.

Fendler, L. (in press for 2018). Educationalization. International handbook of philosophy of education. P. Smeyers (Ed.). Dordrecht: Springer.

Fendler, L. (2016). Foucault's work in philosophy and history of education, reception and influence of. Encyclopedia of educational philosophy and theory. Dordrecht: Springer.

Fendler, L. (2014). Bell curve. Encyclopedia of Educational Theory and Philosophy, Volume 1, pp. 83-86. D.C. Phillips (Ed.). New York: Sage.

Fendler, L. (2014). Unhinging modernity: Historiographical periodization as effective history. In M. Pereyra and B.M. Franklin (Eds.). Systems of reason and the politics of schooling: School reform and sciences of education in the tradition of Thomas S. Popkewitz. (pp. 225-236). New York: Routledge.

Fendler, L. (2013). Teaching theories. In G.J-J. Biesta, J. Allan & R. Edwards (Eds.). Making a difference in theory: The theory question in education and the education question in theory, pp. 180-197. New York: Routledge.

Fendler, L. (2013). There are no independent variables in history. In T.S. Popkewitz (Ed.) Rethinking the history of education: Transnational perspectives on its questions, methods, and knowledge, pp. 264-291. New York: Palgrave.

Fendler, L. (2013). Encounters with animals: Production, consumption, and education. Response to B. Rowe, Food, habit, and the consumption of animals as educational encounter. In Philosophy of Education Society 2012 conference proceedings.

Fendler, L. (2012). Figuring out ineffable education. Other Education,1(1), pp. 5-18. Available online: http://www.othereducation.stir.ac.uk/index.php/OE.

Fendler, L. (2011). Foucault as teacher educator. Bildungsgeschichte: International Journal for the Historiography of Education, 2, pp. 165-172.
  • Article is accompanied by nine commentaries writtenin both English and German.
    by prominent scholars

Fendler, L. (2010). Genealogy. Encyclopedia of Curriculum Studies. C. Kridel (Ed.). New York: Sage.

Fendler, L. (2010). Postmodern historiography. Encyclopedia of Curriculum Studies, C. Kridel (Ed.). New York: Sage.

Fendler, L. (1999). Making trouble: Prediction, agency, and critical intellectuals. In T.S. Popkewitz & L. Fendler (Eds.). Critical theories in educational discourse: Changing terrains of knowledge and politics (pp. 169-188). New York: Routledge.

Fendler, L. (1998). What is it impossible to think? A genealogy of the educated subject. In T. S. Popkewitz & M. Brennan, (Eds.), Foucault's challenge: Discourse, knowledge and power in education (pp. 39-63). New York: Teachers College Press.
  • Translated into Spanish as Fendler, L. (2000). ¿Qué es imposible pensar? Una genealogía del sujeto educado. In J.M. Pomares, (Trans.), T. S. Popkewitz & M. Brennan (Eds.), El desafío de Foucault: Discurso conocimiento y poder en la educación (pp. 55-80). Barcelona, Spain: Ediciones Pomares-Corredor, S.A.

Invited Contributions (not reviewed)
Fendler, L. (2008). The theory of Bildung in the face of basic competencies. Comment on Bildungstheorie angesichts von Basiskompetenzen by Heinz-Elmar Tenorth. Zeitschrift für Pädagogische Historiographie, 14(1), pp. 38-40.

Popkewitz, T.S., Fendler, L. & Browne, J.B., (1997). Postmodernism. In C. A. Grant and G. Ladson-Billings (Eds.), Dictionary of Multicultural Education (pp. 219-222). Phoenix, AZ: Oryx.

Internet Publications
Philosophy of Education wiki - a textbook-sized Web 2.0 resource for educational philosophy with more than 100 members.

Monograph
Fendler, L., Popkewitz, T.S., Tabachnick, B.R., & Zeichner, K., (1995). Teacher education and structural adjustment. In Structural Adjustment and Teacher Training, Martin Carnoy. Geneva, Switzerland: International Labor Organization Publications.

Artistic Contribution
Fendler, L. (2010). Cassoulet. Veneer, 5.

Book Reviews
Moore, D. & Fendler, L. (2004). Looking back. Review of Teaching in the Knowledge Society: Education in the Age of Insecurity by Andy Hargreaves. Anthropology and Education Quarterly, 35(2).

Fendler, L. (2002 Dec.). Revolutionary leadership and the ambiguity of oppressed people. Review of Che Guevara, Paulo Freire, and the Pedagogy of Revolution by Peter McLaren. Teaching Education, 13(3), 365-369.

Fendler, L. & Popkewitz, T.S. (1993 August). (Re)Constituting critical traditions. Review of Border Crossings by Henry Giroux. Educational Researcher, 22(6), 24-26.

Keynote & Invited Addresses
Fendler, L Humanities-Oriented Research for Education. Southwest University, Chongqing, China, 26 May 2017.

Fendler, L. Language Teacher Preparation at Michigan State University. Beijing Normal University, Beijing, China. 19 May 2017.

Fendler, L. Critical Thinking about Critical Theories: Mapping the Terrain of Critique. Beijing Normal University. Beijing, China 18 May 2017.

Fendler, L. Teacher Preparation in Michigan State University: Theories, practices, and challenges. Beijing Normal University, Beijing, China, 17 May 2017.

Fendler, L. Three Critical Curriculum Theories for Teacher Education. Keynote address, Allama Iqbal Open University, International Conference on Research and Practices in Education. Islamabad, Pakistan, 2-3 February 2016.

Fendler, L. Looking at Teaching through Humanities-Coloured Glasses. Invited address, Ontario Institute for Studies in Education, Toronto, Canada, 8-9 February 2012.

Fendler, L. What Does 'Empirical' Mean, Anyway? Invited address to the Philosophy of Education Society, London Institute of Education, London, England, 4-5 May 2011.

Fendler, L. Meanings of 'Empirical' in Educational Research. Invited address, Katholieke Universiteit, Leuven, Belgium. 29 April 2011.

Fendler, L. Power Literacy: Poststructural Theory for Teachers. Invited address, The Open University, Nicosia, Cyprus, 2 February 2011.

Fendler, L. Teacher Reflection and Professional Ethics. Invited address, Conference for Professional Development, Open University, Milton Keynes, England, 2 December 2010.

Fendler, L. Political and Epistemological Implications of Web 2.0 for the Future of Educational Research. Invited address in the lecture series, "The Future of Educational Research," University of Luxembourg, Walferdange, Luxembourg, 13 October 2010.

Fendler, L. What Has Theory Been Doing? What Might Theory Be Doing? Keynote address, Laboratory for Educational Theory, International Conference on Theorising Education. University of Stirling, Scotland, 25 June 2010.


TEACHING

Michigan State University
TE - Field-based Practicum in ESL Teaching and Assessment (TE494). Online
TE - Becoming a School Music Teacher (TE496). On campus
TE - Teaching and Inquiry: World Languages (TE802/804). On campus

MA - Inquiry into Classroom Teaching and Learning (TE808). Online, hybrid & face-to-face; on campus & Pattaya, Thailand
MA - Philosophical Inquiry and Contemporary Issues (TE811). Online & face-to-face; on campus & Pattaya, Thailand
MA - Curriculum in its Social Context (TE818). Online & face-to-face; on campus & Pattaya, Thailand
MA - Interdisciplinary Curriculum (TE830). Face-to-face; Plymouth, England
MA - Language Diversity and Literacy Instruction (TE845). Online & face-to-face; on campus & Valbonne, France
MA - K-12 Social Studies (TE865). Online
MA - Curriculum Design, Development, and Deliberation in Schools (TE870). On campus; Pattaya, Thailand; Valbonne, France; Plymouth, England
MA - Teachers as Teacher Educators (TE872). Online

Ph.D.- Proseminars I & II (TE901 & TE902)
Ph.D.- Learning to Teach (TE921)
Ph.D.- Philosophy of Education: Ideas and Methods (TE924)
Ph.D.- Educational Inquiry (CEP/TE930)
Ph.D.- Curriculum Deliberation and Design (TE940)
Ph.D.- Continental Theories (TE982)
Ph.D.- Humanities-Oriented Approaches for Educational Research (TE982/TE939)
Ph.D.- Practicum for Graduate Assistants (TE994)

MSU extra-curricular teaching
Critical Studies Reading Group (2000-present). Weekly seminars with doctoral students and colleagues.

University of Luxembourg, Visiting Professor, 2010-11.
Teaching & Technology (BCE-112-02); English Studies; face-to-face on campus

University of Wisconsin-Madison, School of Education, Lecturer 1999-2000
Gender and Education (EPS560)
Senior Research Seminar (C&I 675)
Meanings of Woman in Western Culture (WS101)

University of Wisconsin-Madison, English Department; ESL Program, Lecturer 1985-90; T.A. 1991-99.

Umeå, Sweden Folkuniversetet: TESOL for Russian teachers of English, Coordinator and Teacher 1994.

Phanat Nikhom, Thailand UNHCR Refugee Camp, ESL Teacher 1990-91.

Taipei, Taiwan Taipei Lutheran Church English Program, ESL Teacher 1974-75.

Augustana College, Rock Island, IL, East Asian History & Philosophy, Teacher 1971-74.


LEADERSHIP, OUTREACH & SERVICE

Inter/national
University of Luxembourg, Visiting Professor, Faculty of Language and Literature, Humanities, Arts and Education, 2010-11. Teaching, research consulting, and doctoral student advising

International Ph.D. external examiner: University of Luxembourg; University of Stirling; University of Helsinki

Research Community, Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen, Belgium. 2000-present. Conference planning; proposal reviews; editorial contributions. Book Series.

AERA [American Educational Research Association]
  • Division B
    • Division Program Chair, 2013-14.
    • Section 2, Curriculum Theory. Section Chair 2002.
    • Section 5, History and Philosophy. Section Chair 2009.
    • Outstanding Book Award. Committee Member 2012; Committee Chair 2013.
    • Proposal reviewer, 2000-2007, 2010-2012
    • Member 1992-present
  • Division F
    • Proposal Reviewer 2009-2011
    • Member 2001-present
  • Foucault and Education SIG
    • Co-Founder 1998.
    • Program Chair 1998 and 2001.
    • Member 1998-present.
  • Philosophy SIG
    • Proposal Reviewer 2010
    • Member 1998-2012
  • Professional Development Presession. Co-Director, “Community and Diversity: Postmodern Perspectives on Borders and Margins: AERA Annual Meeting, New Orleans, LA, April 2002.
PES [Philosophy of Education Society]
  • Annual Meeting. Program Committee member 2011-12.
  • Member 2009-2012
Journal Review Boards
  • Educational Theory, 2005-07; 2011-13.
  • Policy Futures in Education, 2003-present.

Manuscript Reviewer ad hoc: History of Education Journal, Educational Researcher, Australian Educational Researcher, Anthropology and Education Quarterly, Teaching and Teacher Education. Studies in Philosophy and Education, Educational Philosophy and Theory, Educational Policy, Discourse: Studies in the Cultural Politics of Education, International Journal of Qualitative Studies in Education, British Journal of Educational Studies, Journal of Transformative Education, Pakistan Journal of Education, KluwerSpringer International Publications.

Study Abroad Leadership
Fellowship to Enhance Global Understanding (COE doctoral program). Cyprus, 2012
Global Educators Cohort Program (TE undergrad program). China, 2014, 2015, 2017. Beijing, Chongqing, Shanghai

Michigan State University

TE Multilingual Teacher Education Search Committee. Member 2016-17.
TE World Languages secondary teacher preparation. Faculty Leader 2001-08; 2014-15.
TE World Languages Teacher Education Search Committee. Chair 2014-15.
TE Ph.D. in Curriculum, Instruction, and Teacher Education. Program Coordinator 2012-14.
TE Reappointment, Promotion, Tenure & Evaluation Committee. Member 2011-14. Chair 2017.
TE Master of Arts in Teaching and Curriculum. Program Coordinator 2007-10.
TE Department Comprehensive Examinations Committee. Member 2005-07; Chair 2008-10.
TE Ph.D. Curriculum Committee. Member 2003-07. Ex-officio 2012-2014.
TE Department Faculty Advisory Committee. Elected Member 2005-07.
TE MA Curriculum Committee. Elected Recorder 2001-03.
MUS Music Education Search Committee. Member and Affirmative Action Advocate 2014-15.

COE Curriculum Committee. Member 2016-19.
COE Academic Grievance Hearing Board. Chair 2015-16.
COE College Faculty Advisory Council. Elected Member 2007-09; 2011-12.
COE Dissertation Completion Award Selection Committee. Member 2006-09.

MSU All-University Awards Committee (William J. Beal Distinguished Faculty). Reviewer 2015-2018.
MSU University Committee for Graduate Fellowships. Reviewer 2013-15.
MSU University Committee on Graduate Studies and Subcommittee on Curriculum. Member 2012-13.
MSU Lilly Fellowship. Mentor for Alicia Alonzo 2011-12.
MSU Second Language Studies Ph.D. Program. Core faculty member 2003-08.
MSU Lilly Fellowship Professional Development Workshop. Director: Reflective Teaching and Writing 2008.


AWARDS, FELLOWSHIPS & GRANTS
Spencer New Civics Initiative: Education for C.A.U.S.E: Civic Action Using Scientific Expertise; with Angela Calabrese Barton (not funded).
Department of Teacher Education Research Fellowship, $3000 (awarded).
MSU Teacher Scholar, 2007 (awarded).
MSU Lilly Endowment Teaching Fellowship, 2003-2004 (awarded).
UW Madison School of Education Distinguished Achievement Alumni Award 2013-14 (awarded).

PROFESSIONAL MEMBERSHIPS
AERA: Div. B Curriculum, 1991-present; Div. F Historiography, 2010-2016.
Philosophy & Education SIG, 1991-2009.
Foucault & Education SIG, 1991-2016.
Philosophy of Education Society, 2002-2012.
History and Philosophy of Education Research Community, Leuven, Belgium, 2000-present.


Inter/National CONFERENCE PRESENTATIONS (Selected)

Fendler, L. An information reformation? Research expertise in a populist context. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Philosophy of Education Society Great Britain—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Edwin Keiner, convener. Bressanone, Italy, October 2017.

Fendler, L. and Priem, K. Shifting Epistemologies for Discipline and Rigour in Educational Research: Challenges and Opportunities from Digital Humanities. European Educational Research Association [ECER] annual meeting. Copenhagen, Denmark, September 2017.

Fendler, L. Regarding intersectionality, nonrepresentation, and radical equality. Comparative & International Education Society [CIES] annual meeting. Invited Presidential panel. Atlanta, GA. March 2017.

Fendler, L. Philanthrocapitalism and the Gates; MET research project. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Philosophy of Education Society Great Britain—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Brussels, November 2016.

Fendler, L. Value Judgments in Nonrepresentational Theory. European Educational Research Association [ECER] annual meeting. Dublin, Ireland, August 2016.

Fendler, L. Capturing the Body: Theorizing the Image-Observer Relation. International Standing Committee on the History of Education [ISCHE] annual meeting. Chicago, IL, August 2016.

Fendler, L. and Akamay, A. Based on a True Story: Using Metaphor and Simulation to Teach History. Philosophy as Lived Experience. Philosophy of Education Society, Great Britain [PESGB] summer meeting. Tilos, Greece, July 2016.

Fendler, L. How Much Unlearning Does Education Need? AERA annual meeting. Washington, D.C., April 2016.

Fendler, L. How Much Unlearning Does Education Need? Philosophy of Education [PES] annual meeting. Toronto, ON Canada, March 2016.

Fendler, L. Social-Justice Issues in the Validity-versus-Reliability Tradeoff: The Case of Construct Validity in Educational Research. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Philosophy of Education Society Great Britain—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2015.

Fendler, L. Configuring Diversity for Social Justice: Representation and Nonrepresentation. European Educational Research Association [ECER] annual meeting, Budapest, Hungary, September 2015.

Fendler, L. There are No Independent Variables in History. History of Education Society [HES] annual meeting, Indianapolis, IN, November 2014.

Fendler, L. Philosophy of Education and Cultural Geography: Some Ethical Insights from Non-Representational Theories. AERA annual meeting, Philadelphia, PA, April 2014.

Fendler, L. Theoretical Problems with Chronology for History of Education. AERA annual meeting, Philadelphia, PA, April 2014.

Priem, K. & Fendler, L. ‘Rationale Trennung’ or ‘Marriage d’Amour’? History and Philosophy of Educational Research. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, June 2013.

Fendler, L. Discussion. Huntley, A. "Ordeal and imagination: Technology and pedagogy in a disenchanted world." Militz-Frielink, S. & Konkol, P. "The examined life: A hermeneutic approach to teaching philosophical foundations online." Philosophy of Education Society [PES] annual meeting, Portland, OR, March 2013.

Fendler, L. The Ethics of Materiality: Some Insights from Non-representational Theory for Educational Research. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2012.

Fendler, L. Don't Listen to Me! And Other Dilemmas of Leadership-Focused Curricula in Teacher Education. AERA annual meeting, Vancouver, B.C., Canada, April 2012.

Fendler, L. The Curious Case of Gustatory Taste: A Critical Inquiry Into a Historical Lacuna. AERA Annual Meeting, Vancouver, B.C., Canada, April 2012.

Fendler, L. Encounters with Animals: Production, Consumption, and Education. Philosophy of Education Society [PES] annual meeting, Pittsburgh, PA, March 2012.

Fendler, L. & Priem, K. Material Contexts and Creation of Meaning in Virtual Spaces: Web 2.0 and Educational Research. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Nürnberg, Germany, November 2011.

Fendler, L. Using Benjamin Bloom's Work from the 1960s and 1970s to Re-Evaluate Current Meanings of 'Evidence Based.' AERA annual meeting, New Orleans, April 2011.

Huang, H.Y. & Fendler, L. Effective History as Pedagogy: Foucault's Historiography and the New Cultural History of Education. AERA annual meeting, New Orleans, April 2011.

Greteman, A. & Fendler, L. Possibilities for Intimacy and Pleasure Beyond Prurience and Prudery: Insights and Incites on Pedagogical Ethics from Foucault and Sade. AERA Annual Meeting, New Orleans, April 2011.

Fendler, L. Psychology and Teacher Education. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2010.

Fendler, L. A Philosophical Wikiriculum. Philosophy of Education Society Annual Meeting, San Diego, CA, March 2010.

Fendler, L. Calculating Dispositions. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2009.

Lawrence, A. and Fendler, L. Ideological Becoming and Discursive Subject Formation: Bakhtin’s and Foucault’s Theories of Discourse and Subjectivity. AERA Annual Meeting, San Diego, April 2009.

Fendler, L. “Republicanism and Religion in Educational History.” Discussion. AERA Annual Meeting, New York City, March 2008.

Fendler, L. Lifelong Learning and Empowerment by Professionals. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2007.

Fendler, L. Curriculum Critique in Rhetorical Terms. AERA Annual Meeting, Chicago, April 2007.

Fendler, L. Rhetorical Studies as an Epistemological Alternative to Social Sciences for Classroom Inquiry. AERA Annual Meeting, Chicago, April 2007.

Fendler, L. Responses to Networks and Technologies. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2006.

Fendler, L. Tropics of Pedagogy: Didactics and Modeling as Rhetorical Forms. AERA Annual Meeting, San Francisco, April 2006.

Fendler, L. Why Generalizability is Not Generalizable. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2005.

Fendler, L. Foucault may not be useful. AERA Annual Meeting, Montréal, April 2005.

Fendler, L. Resisting niceness: Reflections on the Gendered Nature of Mid-career Academic Life. AERA Annual Meeting, Montréal, April 2005.

Fendler, L. Meaning of Foucault for the Historiography of Education: Tropics of Pedagogy. Historische Bildungsforschung und historische Semantik, Zürich, 16-19. März 2005.

Fendler, L. Praxis and Agency in Critical Curriculum Histories. AERA Annual Meeting, San Diego, April 2004.

Zembylas, M. & Fendler, L. Reframing Emotion in Education Through Lenses of Parrhesia and Care of the Self. AERA Annual Meeting, San Diego, April 2004.

Fendler, L. Crip Culture Talks Back. Invited paper. AERA Annual Meeting, Chicago, IL, April 2003.

Peters, S. & Fendler, L. Medicalization, Normalcy & the Construction of Disability in Educational Research: A Foucaultian Analysis. AERA Annual Meeting, Chicago, IL, April 2003.

Fendler, L. Praxis and Agency in Educational Research. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, November 2002.

Fendler, L. Social and Environmental Justice: Should it be Evaluated by Guidelines or Standards? AERA Annual Meeting, New Orleans, LA, April 2002.

Fendler, L. Curriculum, Normalization, and the History of the Bell Curve. AERA Annual Meeting, New Orleans, LA, April 2002.

Fendler, L. Agency and Resistance in Critical Philosophy: Revisiting the Modernist/Postmodernist Debates. AERA Annual Meeting, New Orleans, LA, April 2002.

Fendler, L. Others and the problem of community. International Conference on the Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Sponsored by the Fund of Scientific Research—Vlaanderen. Paul Smeyers and Marc Depaepe, Directors. Leuven, Belgium, 18-20 October 2001.

Fendler, L. What Does it Mean to be Reflective? AERA Annual Meeting, Seattle, WA, April 2001.

Fendler, L. History and Progress: Opening and Closing Critical Possibilities for the Present. AERA Annual Meeting, New Orleans, April 2000.

Fendler, L. Solidarity, Inclusion, and Fragmentation in Critical Curriculum Theory: Where Does Power Go? AERA Annual Meeting, New Orleans, April 2000.

DEGREES CONFERRED
Graduate
My Roles
Ph.D. Granted
Dissertation Title
Affiliations
Kaustuv Roy
Director
Aug 2002
From Transcendence to Immanence: Teacher Becoming in a Deleuzian Perspective
Louisiana State University (Tenure Track);
Azim Premji University,
Bangalore, India
Jory Brass
Chair; Director
May 2006
Making People “People”:
A Genealogy of English Teaching
in United States Secondary Schools
University of Cincinnati (TT 2006-11)
Arizona State University (TT 2011-2014)
University of Melbourne (TT 2015-2017)
Steve Sharra
Director
May 2007
Teaching Lives:
Autobiography, UMunthu, Peace
and Social Justice Education in Malawi
Director at Link Community Development - LCD Malawi
Joseph Flynn
Chair; Director
May 2007
Reel Dialogues:
Using Film to Discuss Race and Whiteness
with Teachers
Northern Illinois University
DeKalb, IL USA
Tenure awarded 2013
Amy Parks
Co-chair; Co-director
May 2007
Discursive Possibilities:
Re-Imagining Reform and Equity in Elementary Mathematics
University of Georgia
Tenure awarded 2011
Michigan State University 2014-
Mark Hamilton
Director
Aug 2007
Success, Participation and Development:
Marking the Progress of Education Reform in the Republic of Guinea
University of Dar Es Salaam,Tanzania.
Education Technical Adviser and Deputy Chief of Party, Democratic Republic of the Congo.
Chief of Party at Save the Children US: Ethiopia 2015-
Troy Hicks
Chair
Aug 2007
From Pixels To Praxis:
Engaging Teachers In Technology Learning Through The Pedagogy Of Multiliteracies
Central Michigan University
Mt. Pleasant, MI USA
Tenure awarded 2012
Crystal Lunsford
Chair; Director
May 2007
Accommodating Difference:
Multicultural Education Courses in Michigan’s Teacher Preparation Programs
Michigan State University-Postdoc; UM-Ann Arbor Research postdoc;
Gugaon, India
Sharon Strickland
Chair; Director
Aug 2008
Rhyme And Reason:
A Rhetorical, Genealogical Examination Of Undergraduate Mathematics
Texas State University
San Marcos, TX USA
Tenure awarded 2015
Jim Fredricksen
Chair
Aug 2008
“You know what I mean?” National Writing Project Teachers Explaining their Judgment:
A Case Study of Teacher Rhetoric
Boise State University, English Dept. Boise, ID USA
Tenure awarded 2014
Stephen Vassallo (EPET)
Director
Aug 2008
Using Multiple Lenses To Analyze Case Study Data of a Child Learning Academic Self-Regulation
American University
Washington, D.C., USA
Tenure awarded 2014
Irfan Muzaffar
Co-director
May 2009
Math Wars:
A Rhetorical Analysis of the Terms of Debate
Soros Foundation London; AIR
London, UK
Lahore University of Management Sciences, Pakistan.
Adam Smith International Education and Social Research Collective
Weiqing Wang
Chair; Director
December 2009
Noticing and Effect of Teacher Feedback
in ESL Classrooms
XiangTan University
Hubei, China
Tenure awarded 2015
Kathy Schoon-Tanis
Chair; Director
August 2010
"Wait! I Can Use That in my Classroom?": Popular Culture in/and Secondary English Language Arts
Ferris State University
Big Rapids, MI USA
Hope College
Holland, MI USA
Anny Case
(née Fritzen)
Chair; Director
August 2010
Opening Spaces for the Interaction of ESL Students and Their Peers:
Implying Levinasian Ethics of the Other
Gonzaga University
Spokane, WA USA (TT)
Sheila Marquardt
Chair; Director
August 2011
(Re)Telling:
A Narrative Inquiry into Pre-Service TESOL Teachers' Study Abroad Experiences
Monmouth College
Monmouth, IL (TT 2011-12);
University of Minnesota-Moorhead Moorehead, MN USA (TT)
Jeanne Meier
Chair; Director
December 2011
Who Killed Walter French?
A New Cultural History of Charter School Governance, Community and Ownership in Michigan, 1996-2004
Oakland University
Rochester, MI USA
Justin Thorpe
Chair; Director
May 2013
The Rhetorical Deployments and Theoretical Assumptions of Quantification in Educational Layperson Texts
Idaho State University
Pocatello, ID USA (TT 2013-16)
Salt Lake Community College 2016-
Hsuan-Yi Huang
Chair; Co-Director
August 2013
Hànwén and Taiwanese Subjectivities:
A Genealogy of Language Policies in Taiwan under Japanese Rule, 1895-1945
Award Recipient: AERA Division B
Outstanding Dissertation of the Year
師大 [National Taiwan Normal University] Center for Educational Research and Evaluation (2013-2017)National Taipei University of Education Graduate School of Curriculum and Institution, and Communications Technology (2017-
Brett Merritt
Chair; Director
October 2013
A Study of Understanding: Alchemy, Abstraction, and Circulating Reference in Tertiary Science Education
TASIS, Switzerland
Afshan Huma
Chair; Director
October 2013
Interpretive Analysis of New Teacher Education Curriculum Reform Introduced in Pakistan
Allama Iqbal Open University
علامہ اقبال اوپن یونیورسٹی
Islamabad, Pakistan
Ann Lawrence
Co-director
August 2014
Genres of Experience: Three Articles on Literacy Narratives and Academic Research Writing
Bloomsburg University of Pennsylvania (2013-2015)
University of South Florida
Lucia Elden
Chair; Director
December 2014
Stories for Humans: Teaching Narratives from a Community College in the Country
Mid Michigan Community College
Tenure awarded
Kelly Merritt
Director
August 2015
Equality, Relations, and Affect in Pedagogy:
Insights from Rancière, Latour,
and Non-Representational Theories
TASIS, Switzerland
Louis Bud Kanyo
Chair; Director
August 2015
Exploring the Possible Stigmas of Comic Texts in Academic Settings; Graphic Encounters Between Good and Evil
Mid Michigan Community College
Tenure awarded
Kristin McIlhagga
Chair; Director
May 2016
Children's Literature in Elementary Teacher Education Curricula: A Repertoire for Teacher
as Coach, Critic, and Curator
Wayne State University
Detroit, MI
Kati Macaluso
Co-director
May 2016
Entering into Literary Communion: Reimagining the Relationship between Readers and Texts in the Secondary Literature Curriculum
University of Notre Dame (TT)
Notre Dame, IN
Thanh Hà Phùng
Chair; Director
August 2016
Educational Regimes of Creativity:
On Instrumentality and Equality
Vietnam National University, Hanoi (TT)
Abraham Ceballos-Zapata
Chair; Director
August 2017
Pedagogies of Those Who Did Not Finish School: Vivencias in Teaching and Learning Spaces Among a Group of Mayan Women in Yucatan, México
Calvin College
Department of Spanish
Cori McKenzie
Co-director; Co-chair
August 2017
Making Literature Matter: Actor-Network andNon-Representational Approaches toSocially Transformative Literature Pedagogies
SUNY Cortland (TT)
Department of English
Cường Huy Nguyen
Chair; Director
August 2017
Self-Directed Learning Through the Eyes of aBuddhist Meditator:(Non)Judgement, (Non)Becoming, and (Non)Control
National University of Education
Ho Chi Minh City, Vietnam
James Wright (EAD)
Chair; Director
October 2017
Dirty Water: School Turnaround and Black Voices in Waterbury, Connecticut 2011-2016
San Diego State University (TT)
Department of Educational Leadership
Hà Thanh Nguyen (EPET)
Director
[May 2018]


Wanfei Huang
Chair; Director
[May 2019]


Katie Cook
Chair; Director
[August 2018]


David Davenport
Chair; Director
[August 2018]


Darryl Chriss
Chair; Director
[August 2019]


Lorri Jenkins
Chair
[August 2019]


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