M. Adam Howard
Associate Professor of Education
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|
|ED324 A||Elite Schooling in Global Context|
|ED431 A||Curriculum and Methods|
|ED433 A||Student Teaching Practicum|
|ED437 A||Student Teaching Practicum|
|ED493 B||Senior Seminar in Education and Human Development|
|ED498 A||Senior Seminar in Professional Certification|
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. 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 with a particular focus on privilege and elite education. He is co-editor (with Ruben Gaztambide-Fernandez) of Educating Elites: Class Privilege and Educational Advantage and (with Patricia Linn and Eric Miller) Handbook for Research in Cooperative Education and Internships. He is author of Learning Privilege: Lessons of Power and Identity in Affluent Schooling and co-author (with 23 current and former Colby students) of Negotiating Privilege and Identity in Educational Contexts.
Professor Howard's research primarily focuses on the relationship between identity development and advantages in order to form better understandings of how privilege works. He frequently engages his students in participatory action research projects to explore how privilege is reinforced by and through the daily practices of privileged individuals and the structures, policies and practices of their educational institutions.
In 2014, Howard began a multisited global ethnography on the self-understandings of students attending elite secondary schools in six countries: Australia, Chile, Denmark, Ghana, Jordan, and Taiwan. This study builds on his previous research on affluent adolescents’ self-understandings in the United States to explore questions about the relationship between advantages and identify formation in other national contexts. In this study, there is a particular focus on the students’ understandings of self as global citizens. Howard is collaborating with his undergraduate students, who mostly come from class-privileged backgrounds, on this research project.
Howard, A., Polimeno, A., & Wheeler, B. (2014). Negotiating Privilege and Identity in Educational Contexts. New York: Routledge.
Howard, A., & Gaztambide-Fernandez, 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., & Kenway, J. (2015). Canvassing conversations: Obstinate issues in the study of elites and elite education. International Journal of Qualitative Studies in Education, 28(9), 1005-1032.
Gaztambide-Fernandez, R., & Howard, A. (2013). Social justice, deferred complicity, and the moral plight of the wealthy. Democracy & Education, 21(7), Article 7.
Gaztambide-Fernandez, R., & Howard, A. (2012). Access, status, and representation: Reflections from two ethnographic studies of elite schools. Anthropology & Education Quarterly, 43(3), 345-361.
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).
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., & 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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