456A Teacher Education Building
225 N Mills St
Madison, WI 53706
I study how curricular reforms to promote economic development and rectify social wrongs contain unexamined historical values and norms that differentiate and pathologize individuals, families, and communities on these bases. I draw upon comparative and historical methods to challenge common sense notions of inclusion and progress to make visible their colonial residues and make possible other ways of thinking and acting in education research, policy, and reform. This work has been published in the American Educational Research Journal, Comparative Education Review, and Discourse: Studies in the Cultural Politics of Education.
I work in the area of Curriculum and Global Studies and teach courses in teacher education and at the graduate level. I specialize in postcolonial perspectives and post-foundational theories and methods 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
Select Media Contributions
- 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.
- Kirchgasler, C., & Desai, K. (2020, ). Domestic products: Historicizing the desire for the educated girl (accepted, conference cancelled). presented at the AERA Annual Meeting, San Francisco, CA.
- Kirchgasler, C., & Sitomaniemi-San, J. (2020, ). The genius of 'curiosity': Towards a genealogy of a scientific-pedagogic object of educational reform (accepted, conference cancelled). presented at the Comparative and International Education Society Annual Meeting, San Francisco, CA.
- Kirchgasler, C. (2019, ). 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, ). “Girls” in Crisis: Colonial Residues of Transnational School Reforms in Kenya. presented at the Comparative and International Education Society Annual Meeting, San Francisco, CA, USA.
- Kirchgasler, C. (2019, ). Literacy for (Not) All: A Hauntology of a Transnational Imperative. presented at the Curriculum & Pedagogy Annual Conference, McAllen, TX, USA.
Select Awards and Honors
- Spencer Postdoctoral Fellowship Semi-Finalist, National Academy of Education, 2019
- Division B (Curriculum Studies) Dissertation Recognition Award, American Educational Research Association (AERA), 2018