456A Teacher Education Building
My research examines the historical and comparative qualities of schooling, particularly as they relate to notions of inclusion, equity, and justice. My work directs attention to how contemporary school reforms are haunted by colonial residues that animate what are seen and acted on as the “problems” of individual and social development. I work in the area of Curriculum and Global Studies and teach courses in Curriculum and Instruction at the graduate and undergraduate levels, specializing in post-structural theories and methodologies 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.
- Ph D Curriculum & Instruction, University of Wisconsin–Madison, 2017
- BA French, University of Utah, 2007
- BA English, University of Utah, 2002
- Kirchgasler, C. (2019) Haunted data: The colonial residues of transnational school reforms in Kenya. The Educational Intelligent Economy: Big Data, Artificial Intelligence, Machine Learning and the Internet of Things in Education Bingley: Emerald.
- Kirchgasler, C. (2018) True Grit? Making a Scientific Object and Pedagogical Tool American Educational Research Journal, 55(4), 693–720.
- Popkewitz, T. S., Diaz, J., & Kirchgasler, C. (2017) A Political Sociology of Educational Knowledge: Studies of Exclusion and Difference New York: Routledge.
- Popkewitz, T. S., Diaz, J., & Kirchgasler, C. (2016) Curriculum studies and historicizing the present: The political and impracticality of practical knowledge Knowledge Cultures (Special Issue), 4(2)
- Kirchgasler, C., Annual Conference, "Literacy for (Not) All: A Hauntology of a Transnational Imperative" (2019), McAllen, TX, USA
- Kirchgasler, C., & Desai, K., Annual Meeting, "“Girls” in Crisis: Colonial Residues of Transnational School Reforms in Kenya" (2019), San Francisco, CA, USA
- Kirchgasler, C., , "The end(s) of inclusion: The colonial residues of the global learning crisis." (2019), Gothenburg, Sweden
- Kirchgasler, C., Annual Meeting, "Archives without walls, interviews without the subject? The possibility of historicizing as method" (2018), Mexico City, Mexico
Awards and Honors
- Spencer Postdoctoral Fellowship Semi-Finalist, National Academy of Education, 2018
- Division B (Curriculum Studies) Dissertation Recognition Award, American Educational Research Association (AERA), 2018