Dr. Wozolek earned her PhD from Kent State University's School of Teaching, Learning, and Curriculum Studies in 2015. Her work considers questions of social justice, qualitative research methods, and teaching practices that focus on the examination of race, sexual orientations, and gender identities (and their multiple forms of expression) across school and community contexts. Prior to her time at Abington, she worked in public schools as an educator for over a decade, and completed a nationally recognized two-year Inclusive Excellence postdoctoral research fellowship at Loyola University Maryland.
Dr. Wozolek is the recipient of the 2012 James T. Sears Award, a 2016 Outstanding Dissertation Recognition Award from Division B (Curriculum Studies) of the American Educational Research Association, and a 2018 inductee into Kent State University’s Hall of Fame for her work with marginalized populations. She is involved in several scholarly communities, including holding leadership roles in the Journal of Curriculum Theorizing, the American Educational Research Association, and the American Educational Studies Association. Dr. Wozolek sits on the editorial boards of several prominent journals and book series, including the new Spaces In-between Series
Beyond Binary Gender Identities and Sexualities with Teachers College Press edited by sj Miller.
She is the author of several peer reviewed articles, book chapters, and encyclopedia entries that are in addition to her special forum with GLQ: A Journal of Lesbian and Gay Studies, and a forthcoming special issue with the International Journal of Qualitative Studies in Education. Dr. Wozolek's latest publications include contributions to Cultural Studies<>Critical Methodologies, The Urban Review, Educational Studies, the Journal of LGBT Youth, and the Journal of Gender Studies. Her recent research projects and grant-funded work include thinking with queer middle school youth, evaluating juvenile diversion programs in urban contexts, and assessing institutional-community relations through community engaged research. Finally, Dr. Wozolek has three forthcoming books—an edited book on Black Lives Matter in Education with SUNY Press, an co-edited book on emancipatory practices in education with Brill, and a solo-authored book titled "Assemblages of Violence in Education: Everyday Trajectories of Oppression" with Routledge.
Wozolek, B. (under contract). Assemblages of violence in education: Everyday trajectories of oppression. New York, NY: Routledge.
Wozolek, B. (Ed.). (under contract). Black lives matter: Race, Education, and Resistance in US Schools, Albany, NY: SUNY Press.(Contributors: Yolanda Sealy-Ruiz, Marcelle Haddix, Reagan Mitchell, Denise Taliaferro-Baszile, Ngozi Williams, David O. Stovall, Walter Gershon, Roland Mitchell, Sherick Hughes. Afterward by Lester Spence)
Kemp, A., Flynn, J. & Lupinacci, J. (Eds.). Wozolek, B. & Burns, L. (Social Justice Eds.). (under contract). Emancipating education: Considerations of Deferred Dreams and Visions for Change. Leiden, Neatherlands: Brill Publishers.
Wozolek, B. (in press). “It’s not fiction, it’s my life”: LGBTQ+ Youth of Color and Kinships in an Urban School, Theory into Practice.
Wozolek, B. (in press). Race, gender, and sexual orientations in curriculum studies. In M. Fang He & B. Shubert (Eds.) The Oxford Encyclopedia of Curriculum Studies. New York, NY: Oxford University Press.
Wozolek, B. (in press). Critical Gender Geographies. In C. Mayo (Ed.), The Oxford Encyclopedia of Gender and Sexuality. New York, NY: Oxford University Press.
Wozolek, B. (2020). Hidden Curriculum of Violence: Affect, Power, and Policing the Body. Educational Studies, 56(3), 269-285.
Wozolek, B (2020). Queer Battle Fatigue in Classrooms and Communities. GLQ: The Journal of Lesbian and Gay Studies, 26(2), 215-217.
Wozolek, B., Bettez, S., Kelly, H. & Sintos Coloma, R. (2020). The queer love project: AESA, fatigue, and building the body of an organization. GLQ: The Journal of Lesbian and Gay Studies, 26(2), 223-226.
Wozolek, B. (2019). Implications of queer theory for qualitative research. In G. Noblit (Ed.), The Oxford Research Encyclopedia of Education. New York: Oxford University Press.
Wozolek, B. (2019). M/othering Redoux: A Reading of Curriculum Theory to Get through Sleepless Nights. The Journal of Gender Studies, 28(8), 873-882.
Wozolek, B. & Mitchell, R.P. (2018). Plastic or Phalloplasty: Negotiating Masculinity and (Cis)gender norms in schools and the academy, The Journal of Curriculum Pedagogy, 15(3), 318-322.
Wozolek, B. (2018). Gaslighting Queerness: GSAs, Schooling, and Teachers’ Education. Journal of LGBT
Youth, 15(4), 319-338. DOI 10.1080/19361653.2018.1484839.
Wozolek, B. (2018). The Mothership Connection: Utopian Funk from Bethune and Beyond. The Urban Review, 50(5), 836-856. DOI 10.1007/s11256-018-0476-7.
Wozolek, B. (2018). In 1800 again: The sounds of students breaking. Educational Studies: A Journal of the American Educational Studies Association, 54(4), 367-381.
Wozolek, B., Wootton, L., & Demlow, A. (2017). The school-to-coffin pipeline: Queer youth, suicide and resilience of spirit, Cultural Studies<>Critical Methodologies, 17(5), 392-398.
Wozolek, B. (Ed.). (2020). Forum: Queer Battle Fatigue in Classrooms and Communities. GLQ: The
Journal of Lesbian and Gay Studies. (Contributors: Cris Mayo, Erica Meiners, Lauria Fuller, Silvia Bettez, Roland Sintos Coloma, Hilton Kelly, Kaila Story, Melssa M. González, sj Miller, Mario Suarez, Walter Gershon)
Selected Book Chapters
Wozolek, B. (in press). Intellectual Gatekeepers: Reclaiming Black Queer Youth as the Public. In J. Sweet, D.L. Carlson, and T. Wells (Eds.), Intra-Public intellectualism: Critical Qualitative Inquiry in the Academy. Fort Myers, FL: Myers Educational Press.
Wozolek, B. (in press). Marginalized by intersectionality: Teachers and scholars of color participating in assemblages of violence. In C.D. Gist & T.J. Bristol (Eds.), The Handbook of Research on Teachers of Color. New York, NY: Routledge.
Wozolek, B. & Gershon, W.S. (2019). Middle Grades Ethnographies in Theory and Practice. In D. Virtue (Ed.), The International Handbook of Middle Level Education Theory, Research, and Policy (pp. 293-302). New York, NY: Routledge.