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Jerry Rosiek

Jerry Rosiek's picture

Contact Info

Office Location: 
146B Lokey Education
Phone: 
541-346-2330
Faculty
Professor
Department(s): 
Education: 
B.A., Philosophy, Texas A&M University, 1987
B.S., Physics, Texas A&M University, 1988
Ph.D., Curriculum and Teacher Education, Stanford University, 1997

Jerry Rosiek is a former high school Physics Teacher, a father of a daughter currently in middle school, and a Professor in the Department of Education Studies at the University of Oregon.  He also holds courtesy appointments in the Department of Philosophy and the Department of Ethnic Studies.  His research asks what ways of thinking and feeling enable us to teach and care for children while 1) working in instituions and cultures that are hostile to some children, families, and communities, and 2) those instituions and cultures are among the primary influences on how we think and feel.   His empirical studies have examined the effects of institutionalized racism, settler colonial ideologies, and heteronomativity on students and teachers.  Most recently he completed a ten year study of a school district undergoing a process of racial resegregation that documented the messages this segregation communicated to students.  Jerry's research asks what kind of knowledge enables teachers to provide ambitious, equitable, and caring education for all students in less than auspicous conditions.  His scholarship and public activism challenge common sense conceptions of education reform that rely on narrow conceptions of educational outcomes, such as standardized test scores or drop out rates.   

Challenging taken for granted notions of what constitutes educational competence and effectiveness requires reconsidering the assumptions that underly contemporary discussions about education policy and practice.  To this end Jerry examines the philosophical foundations of eductional ideals, policy, and research.  He regularly contributes to the literature on qualitative research methodology and curriculum theory.  He is best known for his exploration of the use of narrative representations in educational research as a means of transforming our conceptions of social and educational possibility.  His methodological scholarship draws on a variety of sources, including pragmatist philosophy, feminist new materialism, critical race theory, anti-Blackness theory, and Indigenous philosophy.  These seemingly disaprate sources all share a common theme: they see research as not simply representing what is, but as an ethical and political activity that shapes our ways of being in the world and our visions of what is socially possible. 

Jerry's scholarship has appeared in leading journals in the field of education such as the Harvard Educational Review, Qualitative Inquiry, the Journal of Teacher Education, Educational Theory, Educational Researcher, Curriculum Inquiry, and Race, Ethnicity, and Education.  His book, Resegregation as Curriculum: The Meaning of the New Segregation in U.S. Public Schools (Routledge, 2016, co-authored with Kathy Kinslow), won the O.L. Davis 2016 Book of the year Award from the Association for Teaching and Curriculum.   He has been interviewed for reports on NBC Nightly News, MSNBC, as well as in the New York Times, the Atlantic, The Guardian, and many regional newspapers.  Jerry is the Principle Investigator on the Sapsik'ʷałá (teacher) Education Program, a $1.2 million grant that supports Indigenous students seeking a Masters degree and teaching licensure.  He considers himself privileged to teach courses like EDST 420: Living in a Stratified Society; EDST 453: Race, Racism, and Education, EDST 670: Philosophy of Research, EDST 630: Intepretive Research methods-Qual I. EDST 632: Critical and Post-Critical Research methods--Qual II, and EDST 673: Arts Based Research Methods.  He is a United Academics Union Steward for College of Education, because he believes solidarity can make a difference.  In his spare time, Jerry plays raquetball, rides bikes, and is a pitmaster on an award winning competition BBQ team.

Publications: 

Rosiek, J. & Snyder, J. (accepted).  Narrative Inquiry and New Materialism: Stories as (Not Necessarily Benign) Agents. Qualitative Inquiry

Rosiek, J. & Snyder, J. (accepted).  Sapsik’wałá Means Teacher: How an Indigenous Fellowship Program Transformed a Research University Teacher Education Program.  In M. Jacobs (Ed.), Stories of Northwest Indigenous Education.  Charlotte, NC: Information Age Publishing

Rosiek, J. (2018).  Critical Race Theory Meets Posthumanism: Lessons from a Study of Racial Resegregation in Public Schools.  Race, Ethnicity, and Education.

Rosiek, J. (2018).  Arts-Based Research and the New Materialisms.  In R. Siegesmund & M. Cahnmann-Taylor (eds.), Arts-Based Research in Education.  New York: Routledge.

Rosiek, J. (2018). Afterward: The Ethics and Politics of Narrative Inquiry. In J. Clandinin, V. Caine, & S. Lessard (Eds.) Relational Ethics in Narrative Inquiry. New York: Routledge.

Rosiek, J. (2018).  Agential realism and educational ethnography: guidance for application from Karen Barad’s new materialism and Charles Sanders Peirce’s material semiotics.  In D. Beach, S. Marques da Silva, C. Bagley (Eds.) The Wiley Handbook of Ethnography and Education. London: Wiley.

Rosiek, J., Schmitke, A., & Heffernan, J. (2017).  Queering Teacher Education Curriculum: A Case Study of Lessons Learned in the Transformation of a Teacher Education Program,” Curriculum and Teaching Dialogue. (in press).

Rosiek, J. (2017).  Art, agency, and ethics in research: how the new materialisms will require and transform arts-based research.  In P. Leavy (Ed.), The handbook of arts-based research. New York: The Guilford Press.

Rosiek, J. & Gleason, T. (2017).  The philosophy of teacher education research: an onto-ethical turn.  In J. Clandinin and J. Husu (Eds.), The International Handbook of Research on Teacher Education, 29-48.  Thousand Oaks: Sage Publishing. (in press).

Rosiek, J. (2017).  Mapping the Landscape of Teacher Education Research: Introduction to Section I.  In J. Clandinin and J. Husu (Eds.), The International Handbook of Research on Teacher Education.  Thousand Oaks: Sage Publishing. (in press).

Rosiek J. (2016). Visibility.  In Rodriquez, N. (ed.), Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century, 453-462. New York: Palgrave.

Rosiek, J. & Jean Clandinin (2016).  Teachers as curriculum makers.  In Wyse, D., Hayward, L., & Pandya, J. (Eds.), The Sage Handbook of Curriculum, Pedagogy, and Assessment. (pp, 293-308).  Thousand Oaks: Sage Publishing.

Rosiek J. & Heffernan, J. (2014).  Can’t Code What the Community Can’t See: A Case of the Erasure of Gendered Harassment.  Qualitative Inquiry. 20(7), 726-733.

Rosiek J. (2014).  Thinking with Theory by Alecia Youngblood Jackson and Lisa Mazzei, a book review.  International Journal of Qualitative Studies in Education. (27)7, 946-949.

Rosiek, J. (2013).  Pragmatism and Post-Qualitative Futures.  International Journal of Qualitative Studies in Education. 26(6), 692-705.

Rosiek, J. & Pratt, S. (2013).  Jane Addams as a resource for developing a reflexively realist social science practice.  Qualitative Inquiry 19(8), 578-588.

Rosiek, J. (2013). Beyond the autoethnography vs. ironist debates: using Charles Sanders Peirce and Cornel West to envision an alternative inquiry practice.  In Norman Denzin and Michael Giardino (eds.), Global Dimensions of Qualitative Inquiry, 157-180.  Walnut Coast Press: Left Coast Press.

Rosiek, J. & Beghetto, R. (2009).  Emotional scaffolding: the emotional and imaginative dimensions of teaching and learning.  In P. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers' lives, 195-213. New York: Wiley Publishing.

Atkinson, B. & Rosiek, J. (2008).  Researching and representing teacher voice: a reader response approach. In Jackson, A. & Mazzei, L. (Eds.), Voices in qualitative inquiry: Challenging conventional, interpretive, and critical conceptions in qualitative research, 175-196.  Thousand Oaks: Sage Publishing.

Rosiek, J. & Atkinson, B. (2007).  The inevitability and importance of genre in narrative research.  Qualitative Inquiry, 13(2).

Petrovic, J. & Rosiek, J. (2007). From teacher knowledge to queered teacher knowledge research: escaping the epistemic straight jacket. In N. Rodriguez & B. Pinar (Eds.), Queering straight teachers: Discourse and identity in education. 201-232. New York: Peter Lang.

Mitchell, R. & Rosiek, J. (2006).  Professor as embodied racial signifier: a case study of the significance of race in a university classroom.  Review of Education, Pedagogy, and Cultural Studies 28(3-4). 395-379.

Clandinin, D. J. & Rosiek, J. (2006).  Mapping a landscape of narrative inquiry: borderland spaces and tensions.  In D.J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology. (pp. 35-76). Thousand Oaks: Sage Publishing.

Rosiek, J. (2006).  Teacher knowledge about HIV/AIDS in the classroom: Meeting the discursive challenge.  In Carl Grant and Donaldo Macedo (Eds.), Humanizing pedagogy through HIV/AIDS prevention: Transforming teacher education knowledge.  Boulder: Paradigm Publishers.

Rosiek, J. (2006).  Humanizing pedagogy: A book section introduction.  I was a section editor for a book entitled Humanizing pedagogy through HIV/AIDS prevention: Transforming teacher education knowledge, Carl Grant and Donaldo Macedo (Eds.).  (pp. 1-2).  Boulder: Paradigm Publishers.

Mitchell, R., & Rosiek, J., (2005). Searching for the knowledge that enables culturally responsive academic advising.  Journal of Excellence in College Education, (16), 2. http://celt.muohio.edu/ject/issue.php?v=16&n=2.

Rosiek J., & Atkinson, B. (2005).  Bridging the divides: The need for a pragmatic semiotics of teacher knowledge research.  Educational Theory, (55)4, 231-266.

Rosiek J., (2005).  Toward teacher education that takes the study of culture as foundational: Building bridges between teacher knowledge research and educational ethnography.  In G. Spindler (Ed.), New horizons in the ethnography of education. (pp. 259-286). Mahwah, NJ: Lawrence Erlbaum Associates.

Rosiek J. & Atkinson, B. (2005).  Gender identity and elementary teaching: A commentary.  In P. Goldblatt & D. Smith (Eds.), Cases for teacher development: Preparing for the classroom.  (pp. 47-48).  Thousand Oaks: Sage Publishing.

Petrovic, J. E., & Rosiek, J. (2005). Identity politics. In J. T. Sears (Ed.), Youth, Education, and Sexualities: An International Encyclopedia. Westport, CT: Greenwood Publishing Group.

3Rosiek, J., & Petrovic, J. E. (2005). Pink triangle. In J. T. Sears (Ed.), Youth, Education, and Sexualities: An International Encyclopedia. Westport, CT: Greenwood Publishing Group.

Rosiek, J. (2005). The rainbow flag. In J. T. Sears (Ed.), Youth, Education, and Sexualities: An International Encyclopedia. Westport, CT: Greenwood Publishing Group.

Rosiek J. (2003).  A qualitative research methodology psychology can call its own: Dewey’s call for qualitative experimentalism.  Educational Psychologist, 38 (3), 165-175.

Chang, P., & Rosiek J. (2003).  Anti-colonial antinomies: A case of cultural conflict in the high school biology curriculum. Curriculum Inquiry, 33(3), 251-290.

Petrovic, J. & Rosiek, J. (2003).  Disrupting the heteronormative subjectivities of pre-service teachers: A Deweyan prolegomenon. Equity and Excellence in Education, 36(2), 161-169.

Rosiek, J. (2003).  Emotional scaffolding: An exploration of teacher knowledge at the intersection of student emotion and subject matter content. The Journal of Teacher Education, 54(5) 399-412.  

Dibble, N. & Rosiek, J. (2002). White-out: A connection between a teacher’s white identity and her science teaching.  International Journal of Educational and the Arts, 5(3).  http://ijea.asu.edu/index.html.

Rosiek, J. (2002). Pragmatism's unfinished project: What William James has to offer teacher knowledge researchers.  In J. Garrison (Ed.), William James and education.  New York: Teachers College Press.

Rosiek, J. (2001).  Teacher evaluation: A comprehensive guide to new directions and practices by Kenneth Peterson, a book review.  Journal of Personnel Evaluation in Education, 15 (1), 85-87.

Sconiers, Z., & Rosiek, J.  (2000). Historical perspective as an important element of teacher knowledge: A sonata-form case study of equity issues in a chemistry classroom. Harvard Educational Review, (70)3, 370-404.

Young, M., & Rosiek, J. (2000).  Interrogating whiteness. Educational Researcher, (29)1, 29-34.

Rosiek, J., & Iran-Nejad, A. (2000).  Heeding Prawat and Hruby: Toward an articulation between biofunctional and postmodern theories of human experience.  The Journal of Mind and Behavior, (21)1-2, 221-234.

Atkin, M., Helms, J., Rosiek, J., & Siner, S. (1997).  Building on strengths: changing science teaching in California schools. In S. Raizen and E. Britton (Eds.), Bold Ventures: US Innovations in Science and Mathematics Education.  Kluwer Academic Publishers.

Rosiek, J. (1994). Caring, classroom management, and teacher education: The need for case study and narrative methods.  Teaching Education, Fall/Winter 1994.