Noah De Lissovoy's research focuses on critical and emancipatory approaches to pedagogy, curriculum, and cultural studies. He is particularly interested in problems posed for educators by globalization, the intersecting effects of race, class and capital in schools and society, developing the theoretical resources for social movements, and extending and rethinking the traditions of critical pedagogy and philosophy. His scholarship has proposed original theoretical frameworks for understanding democratic education in global context, the contemporary turn to punishment in schools and society, the meaning of ideology in the neoliberal era, and decolonial approaches to teaching.
Professor De Lissovoy is the author of Capitalism, Pedagogy, and the Politics of Being, as well as Education and Emancipation in the Neoliberal Era and Power, Crisis, and Education for Liberation. He is co-author of Toward a New Common School Movement. His work has also been published in many journals and edited collections, including Harvard Educational Review, Curriculum Inquiry, Race Ethnicity and Education, Journal of Education Policy, and Educational Philosophy and Theory. His scholarship has been translated into Spanish, Portuguese, French, Greek, and German. He received his Ph.D. from the University of California, Los Angeles. He teaches courses in social and cultural theory in education, curriculum theory, and philosophy of education.
Ph.D., University of California, Los Angeles
Examines effects of race, class and capital in schools and society; investigates and extends traditions of critical pedagogy and philosophy.
De Lissovoy, N. & Cook, C. (2020). Active words in dangerous times: Beyond liberal models of dialogue in politics and pedagogy. Curriculum Inquiry, 50(1), 78–97.
Fregoso Bailón, R. & De Lissovoy, N. (2019). Against coloniality: Toward an epistemically insurgent curriculum. Policy Futures in Education, 17(3), 355–369.
De Lissovoy, N. (2018). Value and violation: Toward a decolonial analytic of capital. Radical Philosophy Review, 21(2), 249–270.
De Lissovoy, N. (2018). Pedagogy of the anxious: Rethinking critical pedagogy in the context of neoliberal autonomy and responsibilization. Journal of Education Policy, 33(2), 187–205.
De Lissovoy, N. (Ed.). (2018). Marxisms and Education. New York: Routledge.
De Lissovoy, N. (2017). Reframing the common: Race, coloniality, and pedagogy. In A. Means, D. Ford & G. Slater (Eds.). Educational commons in theory and practice: Global pedagogy and politics (pp. 39–54). New York: Palgrave Macmillan.
De Lissovoy, N. (2016). Race, reason and reasonableness: Toward an unreasonable pedagogy. Educational Studies, 52(4), 346–362.
De Lissovoy, N. (2015). Education and Emancipation in the Neoliberal Era: Being, Teaching, and Power. New York: Palgrave Macmillan.
De Lissovoy, N., Means, A. & Saltman, K. (2015). Toward a New Common School Movement. New York: Routledge.
De Lissovoy, N. (2015). Injury and accumulation: Making sense of the punishing state. Social Justice, 42(2), 52–69.
De Lissovoy, N. & Brown, A. (2013). Antiracist solidarity in critical education: Contemporary problems and possibilities. The Urban Review, 45(5), 539–560.
De Lissovoy, N. (2013). Pedagogy of the impossible: Neoliberalism and the ideology of accountability. Policy Futures in Education, 11(4), 423–435.
De Lissovoy, N. (2012). Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum. Race, Ethnicity and Education, 15(4), 463–484.
De Lissovoy, N. (2011). Pedagogy in common: Democratic education in the global era. Educational Philosophy and Theory, 43(10), 1119–1134.
De Lissovoy, N. (2010). Rethinking education and emancipation: Being, teaching, and power. Harvard Educational Review, 80(2), 203–220.
De Lissovoy, N. (2010). Decolonial pedagogy and the ethics of the global. Discourse: Studies in the Cultural Politics of Education, 31(3), 279–293.
Outstanding Book Award, The Society of Professors of Education (for Toward a New Common School Movement, with Means and Saltman) (2017)
Outstanding Book Recognition Award, Division B (Curriculum Studies) of the American Educational Research Association (for Education and Emancipation in the Neoliberal Era: Being, Teaching, and Power) (2016)
Outstanding Book Award, The Society of Professors of Education (for Education and Emancipation in the Neoliberal Era: Being, Teaching, and Power) (2015)
Critics' Choice Award, American Educational Studies Association (for Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy) (2010)
Jimmy McLean, Ph.D., expected 2024 (Committee Member)
Studies elementary literacy pedagogies, literacy curriculum, and children's literacies from critical, feminist, and queer theoretical perspectives.
Alex J Armonda (Supervisor)
Critical pedagogy; critical theory; psychoanalytic theory; critical studies of race and coloniality; neoliberal reform