Associate Professor, Educational Studies
From my undergraduate education, I received a well-rounded and interdisciplinary education in the social sciences. I took a variety of courses in education, political science, history, geography, sociology and psychology to better understand the social contexts of education and what it means for individuals, communities and societies.
As a result, I became increasingly intrigued by the transformative power of education, so I decided to pursue graduate study in philosophy and history of education at Ohio State University, where I earned my Ph.D. in 2012.
After teaching courses in the social foundations of education as a visiting assistant professor at the University of Toronto and University of South Florida, I started teaching in the Monmouth Educational Studies Department. I love what I do and thoroughly enjoy teaching, working and living in the Monmouth community!
I am interested in understanding educational issues and questions through the disciplinary lenses of history, philosophy, and sociology. In my courses, I aim to help students explore and develop their interests in education so that they can go on to live fulfilling personal and professional lives. To this end, I ask students in my classes to engage with texts and ideas that build their understanding of the socio-cultural contexts of education. My teaching and courses strive to help students become engaged citizens who are prepared to participate in education in any number of diverse settings, e.g., schools, museums, libraries, youth camps, counseling, international teaching and humanitarian work, education policy, higher education, and much more.
My research interests are diverse and span a variety of areas in philosophy and history of education. Specifically, I do work in ecological education, literature and educational thought, animal studies, food justice education, and local history of education here in Monmouth.
I am also interested in community engagement and place-based education. My current project, “Typewriter Pedagogy: Play, Learning, and Community Engagement with Analog Machines,” introduces vintage manual typewriters into educational programming at the local community center. Students (ages 7-12) use typewriters for play, journaling, and other reflective and literacy-based activities, which are facilitated by a team of student volunteers from the Educational Studies Department. For more on this project and my work with vintage typewriters, see the following stories:
Ph.D. – Social Foundations of Education, The Ohio State University, 2012
M.A. – Social Foundations of Education, The Ohio State University, 2010
M.S. – Teacher Education, University of Dayton, 2007
B.A. – Social Sciences Education, Wright State University, 2004
- EDST 100: Foundations of Education
- EDST 215: Human Diversity and Exceptionality
- EDST 250: Topical Foundations in Educational Studies
- EDST 260: Food, Ethics, and Education
- EDST 350: Philosophy and History of Education for Elementary Educators
- INTG 101: Introduction to Liberal Arts
- INTG 401: Citizenship – Building Communities
“Ecological Education in Steinbeck’s The Grapes of Wrath: Insights on Place during Environmental and Social Catastrophe” (in preparation)
“Typewriter Pedagogy: Rethinking an Analog Machine in the Digital Age.” Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October, 2021.
“Ecological Education in Steinbeck’s The Grapes of Wrath: Insights on Place-based Education in Times of Environmental and Social Catastrophe.” Paper presented at the annual meeting of the Ohio Valley Philosophy of Education Society, Nashville, IN, September, 2021.
“Student Life at Monmouth High School in the Mid-Twentieth Century: A History from Below” (in preparation)
Rowe, B., & Rocha, S. (2019). Emersonian Identity and the Oneness of Educational Relations. Philosophy of Education 2019, 224-236. Urbana, IL: Philosophy of Education Society.
Rowe, B., and Rice, S. (2019). Ghostly Greyhounds: Running the Race, Living through Memory. In B. Donaldson and A. King (Eds.), Feeling Animal Death: Being Host to Ghosts. Rowman and Littlefield International.
Rowe, B. (2017). A deep ecology perspective on disruptive environmental education. Philosophy of Education 2017, 521-26. Urbana, IL: Philosophy of Education Society.
Rowe, B. (2016). Challenging anthropocentrism in education: Posthumanist intersectionality and gastro-aesthetic pedagogy. In S. Rice & A.G. Rud (Eds.), The educational significance of human-animal interactions: Blurring the species line. New York: Palgrave.
Rowe, B., & Rocha, S. (2015). School Lunch is not a meal: Posthuman eating as folk phenomenology. Educational Studies, 51(6), 482-496.
Rowe, B. (2014). American Emerson: A response to the discourse theme. In N. Wane, F. A. Adyanga, & A. Ali Ilmi (Eds.), Spiritual discourse in the academy: A globalized indigenous perspective, (pp. 221-236). New York: Peter Lang.
Rowe, B., & Klassman, T. (2013). Educational dystopia: Mary Shelley’s Frankenstein and Race to the Top. In J. Heybach & E. Sheffield (Eds.), Dystopia and education: Insights into theory, praxis, and policy in an age of utopia-gone-wrong, (pp. 185-199). Charlotte, NC: Information Age Publishing.
Rowe, B. (2013). Frankenstein, monsters, and science education: The need for broad-based educational policy. In M. Mueller, D. Tippins, & A. Stewart (Eds.), A guide to legislation and school policy in science education: Assessing schools for generation R (Responsibility), (pp. 363-375). New York: Springer.
Rowe, B. (2013). It IS about chicken: Chick-fil-A, posthumanist intersectionality, and gastro-aesthetic pedagogy. Journal of Thought (special issue on school food) 48 (2), 89-111.
Rowe, B. (2012). Food, habit, and the consumption of animals as educational encounter. In C. Ruitenberg (Ed.) Philosophy of Education 2012, (pp. 210-218). Urbana, IL: Philosophy of Education Society.
Rowe, B. (2010). What’s wrong with genetic engineering? Ethics, socio-scientific issues, and education. In D. Tippins, M. Mueller, M. Eijck, & J. Adams (Eds.), Cultural studies and environmentalism: The confluence of ecojustice, place-based (science) education, and indigenous knowledge systems, (pp. 129-136). New York: Springer.
Warnick, B., Rowe, B., & Kim, S. (2009). Student rights, Justice Clarence Thomas, and the revolutionary vision of education. Educational Theory, 59 (2), 145-165.