Kathryn is committed to teaching and scholarship that advances educational equity and social justice. Her research applies historical and critical approaches to investigate how marginalized urban communities participate in public education reform and in the construction of citizenship and democracy. She's taught classes in the social foundations of education, education policy, and secondary teaching methods at Carleton College, Augsburg College, Grinnell College, and the University of Cambridge.
Kathryn also taught at Kelly High School, Chicago's largest neighborhood public high school, and it is this experience that inspired her dissertation titled Progressive Citizenships: Schooling Youth in Immigrant Chicago, 1890-1940 in which she argued that urban immigrant communities, through defiance, compliance, and complacency, constructed an inclusive, participatory citizenship by the mid-twentieth century. She is now working on an article titled, "The Neoliberal Erasure of Citizenship Education for the Public Good." For more, see Research.
Kathryn currently teaches The Politics of Teaching and Intro to Educational Studies at Carleton College. For more, including past syllabi, see Teaching.
Mellon Public Works Grant Recipient, Carleton College, 2018. (For a collaborative academic civic engagement project between her EDUC 260: The Politics of Teaching course and the St. Paul Federation of Teachers)
Humanities Institute Faculty Seminar Fellow, Carleton College, 2017-2018. (Seminar Theme: "Rethinking the Commons and Politics in the Democratic Public Sphere")
Noliwe Rooks, Cutting School: Privatization, Segregation, and the End of Public Education, 2017.
Matthew Desmond, Evicted: Poverty and Profit in the American City, 2016.
Christopher Emdin, For White Folks Who Teach in the 'Hood and the Rest of Y'All, Too: Reality Pedagogy and urban Education, 2016.