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Inspired by critical feminist theories, Stephanie’s explorations of curriculum and violence has grown from her work at the intersection of curriculum theory, gender and sexuality, difference, and the education of girls. Her current projects include consulting and curriculum design with schools and non-profits interested in new ways of thinking with theory. Stephanie is a full-time lecturer in the Department of Curriculum and Teaching at Teachers College, Columbia University in New York and co-founder of re|scripted, a feminist consulting practice. She also teaches a course in gender and education for the Bard Prison Initiative at Bard College.
Stephanie earned a doctorate from Teachers College, Columbia University in curriculum studies with an emphasis in gender. She completed her M.Ed. at the Harvard Graduate School of Education with a concentration in learning and teaching and her B.A. in English from The University of Texas at Austin. Her book Girls, Single-sex Schools and Postfeminist Fantasies (Routledge, 2020) contextualizes the education of girls in the postfeminist moment in sex-segregated schools. She co-edited Mapping the Affective Turn in Education: Theory, Research, Pedagogies (Routledge, 2021) which uses inter-disciplinary genres to explore what an understanding of affective intensities might do for a different analysis of education. Inspired by critical feminist theories, Stephanie’s explorations of curriculum and violence has grown from her work at the intersection of curriculum theory, gender and sexuality, difference, and the education of girls. Her current projects include consulting and curriculum design with schools and non-profits interested in new ways of thinking with theory. Stephanie is a full-time lecturer in the Department of Curriculum and Teaching at Teachers College, Columbia University in New York and co-founder of re|scripted, a feminist consulting practice. She also teaches a course in gender and education for the Bard Prison Initiative at Bard College.
Inspired by critical feminist theories, Stephanie’s explorations of curriculum and violence has grown from her work at the intersection of curriculum theory, gender and sexuality, difference, and the education of girls. Her current projects include consulting and curriculum design with schools and non-profits interested in new ways of thinking with theory. Stephanie is a full-time lecturer in the Department of Curriculum and Teaching at Teachers College, Columbia University in New York and co-founder of re|scripted, a feminist consulting practice. She also teaches a course in gender and education for the Bard Prison Initiative at Bard College.
Stephanie earned a doctorate from Teachers College, Columbia University in curriculum studies with an emphasis in gender. She completed her M.Ed. at the Harvard Graduate School of Education with a concentration in learning and teaching and her B.A. in English from The University of Texas at Austin. Her book Girls, Single-sex Schools and Postfeminist Fantasies (Routledge, 2020) contextualizes the education of girls in the postfeminist moment in sex-segregated schools. She co-edited Mapping the Affective Turn in Education: Theory, Research, Pedagogies (Routledge, 2021) which uses inter-disciplinary genres to explore what an understanding of affective intensities might do for a different analysis of education. Inspired by critical feminist theories, Stephanie’s explorations of curriculum and violence has grown from her work at the intersection of curriculum theory, gender and sexuality, difference, and the education of girls. Her current projects include consulting and curriculum design with schools and non-profits interested in new ways of thinking with theory. Stephanie is a full-time lecturer in the Department of Curriculum and Teaching at Teachers College, Columbia University in New York and co-founder of re|scripted, a feminist consulting practice. She also teaches a course in gender and education for the Bard Prison Initiative at Bard College.
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