Christopher Kirchgasler

Assistant Professor

(608) 890-0909

464C Teacher Education Building

225 N Mills St

Madison, WI 53706

Kirchgasler, Christopher

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My research examines the values and norms in curriculum and schooling through historical and comparative methods in order to examine how they generate differences and exclusions. Challenging commonsense notions of inclusion and progress is a strategy to make possible other ways of thinking and acting in education.

I am affiliated with the African Studies Program and the Holtz Center for Science & Technology Studies. Prior to joining the department, I was Assistant Professor of Curriculum Studies at the University of Kansas. I have previously taught in an East Boston middle school and as a high school teacher as a Peace Corps Volunteer in Tougué, Guinea.


  • PhD Curriculum & Instruction, University of Wisconsin–Madison, 2017
  • BA French, University of Utah, 2007
  • BA English, University of Utah, 2002

Select Media Contributions

  • FreshEd, Colonial Residues of Domesticity in Education Development. (November, 2020). Media Link
  • Central Standard, Grit. (April, 2018). Media Link
  • The New York Times Magazine, Can a Tech Start-Up Successfully Educate Children... ?. (June, 2017). Media Link

Select Publications

  • Kirchgasler, C., (2020). The end(s) of inclusion: Ungrounding globalization and 'the migrant' in dialogue with hospitality. Discourse: Studies in the Cultural Politics of Education, 1–17. London: Taylor & Francis Online Publication/Abstract.
  • Kirchgasler, C., & Desai, K. (2020). “Girl” in crisis: Colonial residues of domesticity in transnational school reforms. Comparative Education Review, 64(3), 384-403. Online Publication/Abstract.
  • Kirchgasler, C., (2019). Haunted data: The colonial residues of transnational school reforms in Kenya.. In F. Salajan & T. Jules (Eds.), The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education Bingley: Emerald Online Publication/Abstract.
  • Kirchgasler, C., (2018). True Grit? Making a scientific object and pedagogical tool. American Educational Research Journal, 55(4), 693–720. Online Publication/Abstract.
  • Popkewitz, T. S., Diaz, J., & Kirchgasler, C. (2017). A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference. In T. Popkewitz, J. Diaz, and C. Kirchgasler (Ed.), (pp. 268). New York: Routledge Online Publication/Abstract.

Select Presentations

  • Kirchgasler, C., & Desai, K. (2020, April). Domestic products: Historicizing the desire for the educated girl (accepted, conference cancelled). Paper presented at the AERA Annual Meeting, San Francisco, CA.
  • Kirchgasler, C., & Sitomaniemi-San, J. (2020, March). The genius of 'curiosity': Towards a genealogy of a scientific-pedagogic object of educational reform (accepted, conference cancelled). Paper presented at the Comparative and International Education Society Annual Meeting, San Francisco, CA.
  • Kirchgasler, C. (2019, October). Literacy for (Not) All: A Hauntology of a Transnational Imperative. Paper presented at the Curriculum & Pedagogy Annual Conference, McAllen, TX, USA.
  • Kirchgasler, C. (2019, March). The end(s) of inclusion: The colonial residues of the global learning crisis. presented at the After the crisis. Migration, education and employment in an interdisciplinary light, Gothenburg, Sweden.
  • Kirchgasler, C., & Desai, K. (2019, March). Making the Neo-Colonizer: Strategies and Tactics of Subjectification for Development. Panel Organized presented at the Comparative & International Education Society Annual Meeting, San Francisco, CA.
  • Kirchgasler, C., & Desai, K. (2019, March). “Girls” in Crisis: Colonial Residues of Transnational School Reforms in Kenya. Paper presented at the Comparative and International Education Society Annual Meeting, San Francisco, CA, USA.

Select Awards and Honors

  • Research Award, UW–Madison Office of the Vice Chancellor for Research and Graduate Education, (2022, 2023)
  • Division B (Curriculum Studies) Dissertation Recognition Award, American Educational Research Association (AERA), 2018