DISSERTATION
PhD, French Studies, May 2021
Chair: Dr. Alexandra Wettlaufer
“Meaning Making in Collaborative Spaces from the Letter to the Classroom”
An analysis of identity negotiations of marginalized populations including gender non-conforming individuals and trauma survivors in France through the lens of letter correspondences. Pedagogical practices are subsequently considered in relation to the values the writers exemplified in their texts. How did marginalized individuals negotiate their identities in France, and how should we teach these writers in our classrooms taking their complex identities into consideration?
CONFERENCE PRESENTATIONS
“Practice What We Teaching: Sand, Spivak, and Critical Intimacy” Modern Language Association (MLA)
Seattle, WA, January 2020
“The Trauma Gap: Teaching Trauma vs. Trauma-Informed Teaching” Women’s & Gender Studies Colloquium
University of Texas at Austin, March 2019
“Negotiations of Gender in the Sand-Flaubert Correspondence” Modern Language Association (MLA)
Chicago, IL, January 2019
“Secret Names, Revealed Identities: the Paradox of Pseudonyms” Nineteenth-Century French Studies (NCFS)
Los Angeles, CA, October 2018
“What’s in a Name? (Re)iterations of Félicité in Balzac and Flaubert” Interdisciplinary Nineteenth-Century Conference (INCS)
San Francisco, CA, March 2018
“Bodies of Power: the Displacement of Politics in George Sand’s Horace” Interdisciplinary Nineteenth-Century Conference (INCS)
Philadelphia, PA, March 2017
“Corporeal Confusion: Félicité and the Loss of Selfhood in Flaubert’s Un coeur simple” Société de Dix-Neuviémistes, 14ème Congrès Annuel
Paris, France, April 2016
PUBLICATIONS
“Inclusive Teaching and the Language Learning Classroom.” Center for Open Educational
Resources and Language Learning (COERLL). November 2018. https://blog.coerll.utexas.edu/inclusive-pedagogy/
