Ph.D., Louisiana State University, 1992
M.S., Louisiana Tech University, 1983
B.S., Louisiana Tech University, 1977
HONR 100: Nature of Human Nature
IDST 150: Introduction to Cross Cultural and Social Justice Studies
IDST 350/ENVI 350: Environmental Justice
EDUC 717: Curriculum Theory and Democratic Practice
The central theme of my research over the years has been cultural studies as it intersects with curriculum theorizing. My particular approach to cultural studies is historically grounded in the Birmingham School, The Centre for Contemporary Cultural Studies in England, which dates back to the 1950's. That tradition evolved in the United States such that it touches upon, and even helps define, many other schools of thought such as critical theories, post-structural theories, and race and feminist theories. Cultural studies is interdisciplinary in nature, interrogating the boundaries between the larger disciplines of philosophy, psychoanalysis, literary criticism, semiotics, history, anthropology and sociology. Current interest include the effects of audit on institutional culture, education for environmental awareness and sustainability, and cultural habits of mind that are embedded in traditional, standardized, and unintended curricula.
Edgerton, S., Holm, G., Daspit, T., and Farber, P., editors. (2005). Imagining the Academy: Higher Education and Popular Culture. New York: Routledge.
Edgerton, S.H. (1996). Translating the Curriculum: Multiculturalism into Cultural Studies. New York: Routledge. Awarded 1997 Critics' Choice Selection from the American Educational Studies Association (AESA). Has been reviewed, all favorably, in the following journals: Educational Theory, Educational Research, Journal of Curriculum Studies, and Journal of Curriculum Theorizing.
Edgerton, S. (2018). “Educating Disgust: A Preliminary Exploration.” Mind’s Eye: A Liberal Arts Journal. North Adams, MA: MCLA.
Edgerton, S., and Barber, Ellen. (2014). “North Adams Normal School (1894): Massachusetts College of Liberal Arts,” in Breitborde, M., and Kolodny, K. (eds.), Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Westfield, MA: Institute of Massachusetts Studies.
Edgerton, S.H. (2010). Two entries, “Marginality” and “Semiotics,” for the Encyclopedia of Curriculum Studies. New York: Sage
Slattery, P., and Edgerton, S. (2009). “Advancing a Curriculum of Place for Justice and Sustainability.” Journal of the American Association for the Advancement of Curriculum Studies. Online: http://www.uwstout.edu/soe/jaaacs/index.html
Edgerton, S. H. (2005). “We are Curriculum & Pedagogy, not Performance-based Outcomes & Best Practices: What Does That Difference Mean?” Foreword for selected papers from the 5th Annual Conference of the Curriculum and Pedagogy Group. (De)liberating Curriculum and Pedagogy: Exploring the Promise and Perils of “Scientifically-Based” Approaches. Troy, NY: Educator’s International Press, Inc.
Edgerton, S. H., and Roberts, P. (2004). “Curriculum Theory and Practice: Searching for the Secret in that Historic Tension.” Selected Papers from the 4th Annual Conference of the Curriculum and Pedagogy Group. Democratic Responses In an Era of Standardization. Troy, NY: Educator’s International Press, Inc.
Edgerton, S. H. (2002). “Learning to Listen and Listening to Learn: The Significance of Listening to Histories of Trauma.” Philosophy of Education, pp. 413-423.
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