Creative Works, Collaborations, Resources, Links

Selected works and collaborations by Dr. Katharine Sprecher:

Author of CHAPTER ONE, “I Am Proud To Be African”: Countering Deficit Discourses in a U.S. School, in the book Performances of Research: Critical Issues in K-12 Education. This performance script employs critical theory, performance ethnography, and poetry to trouble common educational discourses around racial, cultural, national, and linguistic differences; forced migration and internment; and child trauma, social-emotional supports, and the regime of behavior management. Designed to be an educational exercise for pre-service teachers and community workers and followed by critical discussion questions for participant dialogue. Gabriel, R. & Lester, J. N. (Eds.). (2013) Peter Lang, New York (pp. 7-31).

Co-editor of the book Education Feminism: Classic and Contemporary Readings, a collection of ground-breaking essays using feminist frameworks to examine K-12 and higher education. Thayer-Bacon, B. J., Stone, L., & Sprecher, K. M. (Eds.). (2013). New York: SUNY Press.

Recipient of the American Educational Studies Association Critics’ Choice Book Award, 2015.


Research Associate and Program Director, Caring Across Communities national study of school- linked mental health services for refugee and immigrant children, Center for the Study of Youth and Political Conflict and Department of Public Health, University of Tennessee / The Center for Health and Health Care in Schools, The George Washington University / Robert Wood Johnson Foundation (2009–2011). Directed a grant-funded, comparative study of five independent sites across the United States that offered school-based, mental health services for immigrant and refugee children. The purpose of the study was to learn from service-providers and community members what they considered to be the most needed and helpful supports to inform future funding criteria. Assisted research design for focus groups and individual interviews. Managed data and data analysis software (ATLAS.ti) and performed coding and data analysis. Published Report: McNeely, C., Sprecher, K., & Bates, D. (2010). Comparative case study of Caring Across Communities: Identifying essential components of comprehensive school-linked mental health services for refugee and immigrant children. Washington DC: The Center for Health and Healthcare in Schools, The George Washington University, and Center for the Study of Youth and Political Violence, University of Tennessee, Knoxville.
Available at:

Co-author and co-researcher for upcoming book chapter “A collaborative approach to supporting middle childhood social justice teacher education.” This chapter describes a self-study by College of Education faculty from a variety of disciplines engaging collaboratively and reflectively on social justice teacher education. Harrison, L. M., Gibbs-Grey, T., Dani, D., Kopish, M., Felton, M., Sprecher, K., & Bates, P. In P. B. Howell, S. A. Faulkner, & J. Carpenter (Eds.). (in press). Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices. Information Age Publishing, Charlotte, NC.

Author and Presenter/Performer of “On Lesbian Love and Damage in Neoliberal Times: Employing Performative Autoethnography as Methodology of Discovery.” This poetic performance employed critical and feminist frameworks to examine the relational fall-out of childhood trauma, addiction, and relational violence within the context of human disposability in neoliberal capitalism at the intersections of misogyny, homophobia, racism, and neocolonialism. Performed May 2015 at the Eleventh International Congress of Qualitative Inquiry (ICQI), Urbana-Champaign, IL.

Author of the journal article, “Preparing teacher-researchers for local-global, multicultural classrooms: Prospects for postcritical and feminist qualitative methodologies.” (2013). Taboo: The Journal of Culture and Education, 13(2), 27–50. Available at The Freire Project website:

Co-author of CHAPTER FOUR, Relational knowledge production and the dynamics of difference: Exploring cross-cultural tensions in service learning through narrative, in the book Exploring cultural dynamics and tensions within service learning. This chapter uses thematic narrative analysis to share the author-participants’ emotional and cognitive experiences of tutoring Burundian children with refugee status. Mariner, N.S., Lester, J.N., Sprecher, K., and Anders, A.D. (2011). In Stewart, T. and Webster, N. (Eds.). Charlotte, NC: Information Age Publishing Inc (pp. 63–80).


Lab Leader of PRIVILEGE OPPRESSION AND SOLIDARITY: WORKING TOGETHER FOR CHANGE with the Wayfinding Academy (2018). This Lab allowed students to explore diverse intersecting social identities in relation to privilege, oppression, and solidarity with emphases on 1.) relevant historical and socio-political contexts and 2.) developing solidarity across differences for collaborative social change activism.

Works in progress:
Journal article: Harrison, L. and Sprecher, K. (in progress). Black Girls Matter in an era of militarized schooling and policing: A critical analysis toward improved educational policies and practices.

Performance: Sprecher, K. (in progress). The consumed child bites back: A queer poetics of resistance to sexual appropriation, violence, and disposability in neoliberal patriarchy.