Alex J. Armonda is a Ph.D. Candidate in the Cultural Studies in Education program at the University of Texas at Austin. A former 8th grade language arts teacher from Chicago, Illinois, Alex currently teaches an undergraduate course on the social foundations of education, and serves as a field supervisor for pre-service teachers in the elementary teaching program. Alex received his Master's in Teaching from Dominican University in 2017 and his B.A. in English from the University of Iowa in 2013.
Alex's research examines the tradition of critical pedagogical thought in education through psychoanalytic, decolonial, feminist, and critical theoretical lenses. He has recently presented his work at the American Educational Studies Association and the Curriculum and Pedagogy Group conferences. His writing has appeared in Educational Philosophy and Theory, Texas Education Review, and the Oxford Encyclopedia of Curriculum Studies.
Alex serves as Co-Editor in Chief of the Texas Education Review, an independent, peer reviewed scholarly publication based at the College of Education at The University of Texas at Austin.
Critical pedagogy; critical theory; critical studies of race and coloniality; neoliberal reform
Noah De Lissovoy (Supervisor)
Examines effects of race, class and capital in schools and society; investigates and extends traditions of critical pedagogy and philosophy.
Instructor, ALD 327: Sociocultural Influences on Learning, The University of Texas at Austin(2018)
Undergraduate Field Supervisor, Elementary Education Program, The University of Texas at Austin(2017)
Teach for America Chicago/Northwest Indiana, Corps Member Leadership Committee, (2015 - 2017)
De Lissovoy, N. & Armonda, A.J. (2020). Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri. Educational Philosophy and Theory. doi:https://doi.org/10.1080/00131857.2020.1803835.
De Lissovoy, N. & Armonda, A.J. (2020). Curriculum for liberation in the neoliberal era. Oxford Research Encyclopedia of Education. doi:https://doi.org/10.1093/acrefore/9780190264093.013.1086.
Armonda, A.J. (2019). Advancing an (im)possible alternative: Ethnic studies in neoliberal times. Texas Education Review, 7(2), 30–44. doi:http://dx.doi.org/10.26153/tsw/2283.
New Texas Scholars Fellowship Award, The University of Texas at Austin (2017 - 2020)
Provost's Fellowship Award, The University of Texas at Austin (2017 - 2020)
Segal Americorps Education Award, Corporation for National & Community Service (2016 - 2017)
PSST... The Exit is This Way: A Qualitative Case Study of Pre-service Social Studies Teacher Encounters in a Third-Space Teacher Preparation Program, American Educational Research Association, San Francisco, CA (Cancelled) (2020)
In Freire more than Freire Himself: Towards a New Psychoanalytic Foundation for Critical Pedagogy, The Curriculum and Pedagogy Group, McAllen, TX (2020)
Freire with Zizek: Critical Pedagogy, Psychoanalysis, and the Question of the Subject, The Curriculum and Pedagogy Group, McAllen, TX (2020)
Critical Pedagogy Beyond Multitude: Decolonizing Hardt and Negri, American Educational Studies Association, San Antonio, TX (Cancelled) (2020)
Ethnic Studies in Neoliberal Times, The Curriculum and Pedagogy Group, McAllen, TX (2019)
Beyond Subversion: Curriculum for Liberation in the Neoliberal Era, American Educational Studies Association, Baltimore, MD (2019)
Myths in the Making of a Champion: Neoliberal Fantasy and the Technologies of the Transformative Teacher, The Graduate Association for Comparative Literature Students, Austin, Texas (2018)
At the Threshold of Becoming: From Pedagogy of the Oppressed to a Pedagogy of Desire, American Educational Studies Association, Greenville, SC (2018)
