Nikola Hobbel

Nikola Hobbel
(707) 826-3161
Founders Hall 172

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Nikola Hobbel is the Coordinator of the English Education Program. She holds a B.A. in English from UC-Berkeley, an M.S. in Education Studies from Dominican University, and a Ph.D. in Curriculum & Instruction from the University of Wisconsin-Madison. She taught English and ESL at the secondary level in Sonoma County before beginning her graduate studies. Before that, she worked in restaurants---serving, cooking, and managing.

Specialty Areas

English Education, Education Policy, and Critical/Poststructural Analyses


Ph.D., Curriculum & Instruction, University of Wisconsin-Madison
M.S., Curriculum Studies/Dominican University, B.A., English/UC-Berkeley

Courses Taught

English 344: Young Adult Literature
English 426: Teaching Secondary Writing
English 485: Critical Praxis Forum
English 218: Conceptualizing English Studies
English 611: Literacies and Epistemologies
English 612: Theory of Rhetoric & Composition
Environment & Community 630: Environmentalism, Media, & Representation


Chapman, T.K. & Hobbel, N. (2022). Social Justice Pedagogy across the Curriculum: The Practice of Freedom, 2nd Edition. New York & London: Routledge.

Hobbel, N. & Bales, B.L., Eds. (2018). Navigating the Common Good in Teacher Education Policy: Critical & International Perspectives. New York & London: Routledge.

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.