M. Adam Howard

(Adam Howard)

Associate Professor of Education

Box 4420

Phone: 207-859-4428
Fax: 207-859-4425
Mailing Address:
4420 Mayflower Hill
Waterville, Maine 04901-8844
Howard, M. Adam

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

CourseCourse Title
ED213 A Schools and Society
ED242 A History and Philosophy of Progressive Education
ED322 A Social Class and Schooling
ED324 A Elite Schooling in Global Context
ED493 A Senior Seminar in Education and Human Development

Professional Information


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.

Current Research


In 2013, Professor Howard was a Senior Fulbright Specialist visiting Monash, Melbourne and Victoria Universities. During his visit to Australia, he focused on the ways in which educational privilege and educational disadvantage are manifested in both schools and universities. In this project, he provided strategies for widening participation and redressing educational disadvantage drawn from his extensive research base on the interface between schools, universities and social inclusion/exclusion. One area of his research continues to focus on social inclusion efforts at elite colleges and universities.


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.

Publications

Books
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Howard, A., Polimeno, A., & Wheeler, B. (2014). Negotiating Privilege and Identity in Educational Contexts. New York: Routledge.

Photobucket
Howard, A., & Gaztambide-Fernandez, R. (Eds.). (2010). Educating Elites: Class Privilege and Educational Advantage. Lanham, MD: Rowman & Littlefield.

Photobucket
Howard, A. (2008). Learning Privilege: Lessons of Power and Identity in Affluent Schooling. New York: Routledge.

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Linn, P., Howard, A., and Miller, E. (Eds.). (2004). Handbook for Research in Cooperative Education and Internships. Mahwah, NJ: Lawrence Erlbaum Associates.


Selected Articles


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.

Online Video: Teachers College Record

Video supplementing Professor Howard's 2010 article in Teachers College Record titled "Elite Visions: Privileged Perceptions of Self and Others"

Online Video: Lecture at Antioch College

Invited Lecture. Focusing on What Is Ignored: Offering Alternative Narratives for Educational Reform. Yellow Springs Board of Education and Antioch College, Yellow Springs, Ohio, March 2011.

 


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