Beth L. Sondel
University of Pittsburgh
4318B Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
Dr. Beth Sondel is a Research Assistant Professor in the Department of Instruction and Learning and a Faculty Fellow in the Center for Urban Education at the University of Pittsburgh. Her research partners critical theory and qualitative methods to explore the ways in which socio-political contexts shape teachers' understanding of and attempts to enact social justice education. Her publications include Teaching and Teacher Education, Theory and Research in Social Education, Educational Policy Analysis Archives, American Educational Research Journal, and Rethinking Schools. She holds a Ph.D. in Curriculum Theory from the University of Wisconsin-Madison, an M.Ed. in Education Policy Studies from Harvard Graduate School of Education, and a B.A. in Cultural Anthropology from the University of Wisconsin-Madison. Prior to her graduate work, Dr. Sondel was a middle school Language Arts and Social Studies Teacher and the director of an arts and science summer camp.
Hope, E. & Sondel, B. (under review) Andover Breadloaf Youth Programs: Justice-oriented civic education programs and civic identity development among racially and socio-economically marginalized youth. Spencer Small Grants-$50,000
Foster-Shaner, L., Sondel, B., Generett, G., King, M., (forthcoming). Living and learning at the intersections of identity and community: Facilitating Theater of the Oppressed workshops with educators. Educational Forum.
Kretchmar, K.*, Sondel, B.*, Ferrare, J. (2018). Teach For America, the education entrepreneur network, and the reshaping of teacher preparation. In Lubienski, D & Brewer, J. (in press). Becoming a teacher in an age of reform. Teachers College Press. *These authors contributed equally to this project
Sondel, B., Hadley Dunn, A., & Carson-Baggett, H., (2018). Toward a pedagogy of political trauma: teaching in the wake of the 2016 presidential election. Teaching and Teacher Education.
Sondel, B. (2017). The New Teachers' Roundtable: A case study of critical resistance. Critical Education, 8(4)