Nikola Hobbel

English Education

Ph.D., 2003, University of Wisconsin, Madison
M.S., 1998, Dominican University of California
English Education, K-12 Literacy, Curriculum Theory, Critical Pedagogy
Affiliated Faculty: Environment & Community Master’s Program
Biography: 

Coming Soon.

Areas of Interest: 

English Education and Poststructural Analyses

Research: 

Racialized discourses in Teacher Education, Educational Policy Analysis, Young Adult Literature, academic literacy and Multicultural Pedagogies.

Courses Taught: 
English 120: Introduction to the Major
English 323: Children's Literature
English 344: Young Adult Literature
English 424: Communication in Writing I
English 426: Communication in Writing II
English 611: Seminar in Teaching Writing
English 612: Development of Writing Abilities
Publications: 
Pitré, T. & Hobbel, N. (expected 2016). Sexualized violence, trauma, and memory: Toward a language of hope. In Pruyn, M., Malott, P. & Orelus, M. (Eds.) Paths to Gender Justice in Education: Theories & Prac​tices. New York: Peter Lang.
Chapman, T.K. & Hobbel, N. (Eds.) (2013). Special Issue: Glob​al and local perspectives on social justice in education: History, policy, & praxis. Equity & Excellence in Education; v46,1. Taylor and Francis.
Hobbel, N. (2012). Foreword. In Lensmire, A., White urban teachers: Stories of fear, violence, and desire. Lanham, MD: Rowman & Littlefield Education.
Chapman, T.K., Hobbel, N., & Alvarado, N. V. (April, 2011). A social justice approach as a base for teaching writing. Journal of Adolescent & Adult Lit​eracy, v. 54, 7. International Reading Association.
Chapman, T.K. & Hobbel, N. (Eds.). (2010). Social justice pedagogy across the curriculum: The practice of freedom. New York & London: Routledge.
Hobbel, N. & Chapman, T.K. (2010). Writing in academic genres: Is social justice a learning outcome? In T. K. Chapman & N. Hobbel, (Eds.): Social Justice Pedagogy in the United States: The Practice of Freedom. New York & London: Routledge.
Hobbel, N. & Chapman, T.K. (2010). Beyond the sole category of race: Using a CRT intersectional framework to map identity projects. Journal of Curriculum Theorizing.
Hobbel, N. (2009). Standards Talk: Considering discourse in teacher education standards. In S. L. Groenke & J. A. Hatch, (Eds.): Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings. New York: Springer.
Nikola Hobbel
(707) 826-3161
Founders Hall 172