Faculty
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Professor and Graduate Coordinator Department of Language and Literacy Education |
Scholarly Interests
Research interests bring critical, feminist, and poststructural theories to bear on a range of overlapping interests: the construction of subjectivity; qualitative research methodology; the reading/writing/language theories of secondary English education; the reading practices of adult expert readers; and literacy practices in alternative sites, especially adult women's book clubs.
Courses Taught
I am an Affiliated Faculty Member in the Qualitative Research Program and in the Women's Studies Institute and work with both programs in addition to the Language Education Department. In addition to teaching formal courses, I frequently organize reading/study groups around particular books and authors so that graduate students and faculty can come together over difficult texts to help each other think.
ELAN 7070 Research Methods in Language Education
ELAN 7420 Writing and Literacies in English Education
ELAN 7430 Language and Learning in English Education
QUAL 8400 Qualitative Research Traditions
*ELAN/QUAL 8550 Representing Qualitative Research
*ELAN/QUAL 8560 Theoretical Frameworks for Doctoral Studies in Education
*ELAN/QUAL 8570 The Postmodern Turn: Theories and Methods
*ELAN/QUAL 8580 Postmodern Qualitative Research
*ELAN 8045 Foucault and Education
*ELAN 8045 Feminist Research Methods
* Courses developed by St. Pierre
Publications
St.Pierre, E.A. (in press). Scientifically based research in education: Epistemology and ethics. Adult Education Quarterly.
Richardson, L. & St. Pierre, E.A. (2005). Writing: A Method of Inquiry. In N.K. Denzin & Y. Lincoln (Eds.). Handbook of Qualitative Research (3rd ed.).(pp. 959-978). Thousand Oaks, CA: Sage.
St. Pierre, E.A. (2004). Deleuzian concepts for education. Educational Philosophy and Theory, 36(3), 283-296.
St. Pierre, E.A. (2004). Refusing alternatives: A science of contestation. Qualitative Inquiry, 10(1), 130-139.
St. Pierre, E.A. (2004). Care of the self: The subject and freedom. In Bernadette Baker & Katharina E. Heyning (Eds.), Dangerous coagulations?: The uses of Foucault in the study of education (pp. 325-358). New York: Peter Lang.
St. Pierre, E.A. (2002). "Science rejects postmodernism." Educational Researcher, 31(8), pp. 25-27.
St. Pierre, E. A. (2001). Coming to theory: Finding Foucault and Deleuze. In Kathleen Weiler (Ed.). Feminist engagements: Reading, resisting, and revisioning male theorists in education and cultural studies. New York: Routledge.
St. Pierre, E. A. & Pillow, W. S. (Eds.). (2000). Working the ruins: Feminist poststructural theory and methods in education. New York: Routledge.
St. Pierre, E.A. (2000). The call for intelligibility in postmodern educational research. Educational Researcher, 29(5), 25-28.
St. Pierre, E.A. (2000). Poststructural feminism in education: An overview. International Journal of Qualitative Studies in Education, 13(5), 477-515
St. Pierre, E. A. (1999). The work of response in ethnography. Journal of Contemporary Ethnography, 28 (3), 266-287.
St. Pierre, E. A. (1999). Historical perspective on gender. English Journal 8(3), 29-34.
St. Pierre, E. A. (1997). Methodology in the fold and the irruption of transgressive data. International Journal of Qualitative Studies in Education 10(2).
St. Pierre, E. A. (1997). Nomadic inquiry in the smooth spaces of the field: A preface. International Journal of Qualitative Studies in Education, 10(3).
St. Pierre, E. A. (1997). An introduction to figurations: A poststructural practice of inquiry. International Journal of Qualitative Studies in Education, 10(3).
St. Pierre, E. A. (1997). Circling the text: Nomadic writing practices. Qualitative Inquiry, 3(4), 403-417.
St. Pierre, E. A. (1996). The responsibilities of readers: Toward an ethics of response. Qualitative Sociology, 19(4), 533-538.
Academic History
Education
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