M. Adam Howard
Associate Professor of Education
Personal Contact Information
41 Pleasant Street
Waterville, ME 04901
Spouse/Partner: Omar Haddad
B.A., English Education
Berea College, 1993
Ed.M., Learning and Teaching
Harvard University, 1995
Ed.D., Curriculum and Instruction
University of Cincinnati, 1998
Areas of Expertise
- Social class issues in education
- Elite schooling and affluent youth
- Curriculum theory
- Multicultural Education
Courses Currently Teaching
|ED213 A||Schools and Society|
|ED322 A||Social Class and Schooling|
|ED398 A||Elite Schooling in a Global Context|
|ED493 A||Senior Seminar in Education and Human Development|
Adam Howard, Ed.D., is Associate Professor of Education at Colby College. Prior to Colby he taught at Hanover College, Lesley University Graduate School of Education, and Antioch College. At Antioch he also held the administrative positions of Director of Teacher Education and Associate Dean of Faculty. Professor Howard took a leave from Antioch during 2003-04 to teach at Colby as a visiting faculty member. Prior to teaching at the college level, he taught high school English and history at Cincinnati Country Day School and directed Summerbridge Cincinnati, Inc., a non-profit organization designed to provide academic support to disadvantaged middle school students while encouraging high school and college students to consider a teaching career path.
Professor Howard has published numerous articles and papers on social class issues in education, privilege, service-learning, and curriculum theory. He is editor of the Journal of Curriculum Theorizing, an interdisciplinary journal of curriculum studies. He chairs the Bergamo Conference on Curriculum Theory and Classroom Practice and is a member of the board of directors of the Corporation for Curriculum Research. He is co-editor (with Rub�n Gaztambide-Fern�ndez) of Educating Elites: Class Privilege and Educational Advantage and author of Learning Privilege: Lessons of Power and Identity in Affluent Schooling.
Selected Recent Conference Papers
Howard, A. (2011, April). The public education of Bernice Johnson Reagon. Paper presented at the annual meeting of the American Association for the Advancement of Curriculum Studies, New Orleans, Louisiana.
Howard, A. (2011, March). Coloring class: Privileged children�s perceptions of social class differences. Paper presented at the biennial meeting of the Society for Research in Child Development, Montreal, Canada.
Howard, A., & Gaztambide-Fern�ndez, R. (2010, October). Studying up, down, sideways, and all around: Access, status, and representation in the study of elite schools. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio.
Howard, A. (2010, July). Educating elites: Educational advantage in the United States. Paper presented at the annual meeting of the Paris International Conference on Education, Economy and Society, Paris, France.
Howard, A. (2009, September). Considering curriculum in the new economy. Paper presented at the World Curriculum Studies Conference, International Association for the Advancement of Curriculum Studies, Stellenbosch, South Africa.
Howard, A. (2009, April). (Re)creating sites of resistance to the �nightmare that is the present.� Paper presented at the annual meeting of the American Educational Research Association, San Diego, California.
Gaztambide-Fern�ndez, R., & Howard, A. (2008, June). �Studying up�: Puzzles, complexities, and autobiography. Paper presented at the annual meeting of the Canadian Society for the Study of Education, Vancouver, British Columbia.
Howard, A. (2008, March). Not so sweet: Portrayals of privilege in My Super Sweet Sixteen. Paper presented at the annual meeting of the American Educational Research Association, New York, New York.
Howard, A. (2008, March). Resisting privilege. Paper presented at the annual meeting of the American Educational Research Association, New York, New York.
Howard, A., & Gaztambide-Fern�ndez, R. (Eds.). (2010). Educating Elites: Class Privilege and Educational Advantage. Lanham, MD: Rowman & Littlefield.
Howard, A. (2008). Learning Privilege: Lessons of Power and Identity in Affluent Schooling. New York: Routledge.
Linn, P., Howard, A., and Miller, E. (Eds.). (2004). Handbook for Research in Cooperative Education and Internships. Mahwah, NJ: Lawrence Erlbaum Associates.
Howard, A. (2011). Privileged pursuits of social justice: Exploring privileged college students� motivation for engaging in social justice. Journal of College and Character, 12(2), 1-14.
Howard, A. (2010). Elite visions: Privileged perceptions of self and others. Teachers College Record, 12(8), 1971-92.
Howard, A. (2009). Sorting out contradictions: Struggling to do what we say. Independent School, 69(1), 40-47.
Howard, A. (2009). Unlearning the lessons of privilege. Educational Leadership, 66(8).
Howard, A., & Parker, B. (2009). Resisting silence: Two approaches for teacher self-empowerment. Democracy & Education, 18(2), 18-25.
Parker, B., & Howard, A. (2009). Beyond economics: Using social class life-based literary narratives with pre-service and practicing social studies and English teachers. High School Journal, 92(3), 3-13.
Howard, A. (2007). Enduring inequalities. Democracy & Education, 17(1), 17-24
Howard, A., & England-Kennedy, E. (2006). Breaking the silence: Power, conflict, and contested frames within an affluent high school. Anthropology & Education Quarterly, 37(4), 347-365.
Howard, A. (2005). Lessons of poverty: Towards a literacy of survival. Journal of Curriculum Theorizing, 21(4), 73-82.
Howard, A. (2005). Standardized solutions?: A dialogue with Deborah Meier. Encounter: Education for Meaning and Social Justice, 18(4), 22-28.
Howard, A. & Levine, A. (2004). Where are the poor students?: A conversation about social class and college attendance. About Campus: Enriching the Student Learning Experience, 9(4), 19-24.
Howard, A. (2002). Students from poverty: Helping them make it through college. About Campus: Enriching the Student Learning Experience, 6(5), 5-12.
Howard, A. (2000). Pedagogy for the affluent. Encounter: Education for Meaning and Social Justice, 13(2), 34-40.
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