Michael Gunzenhauser
Program Coordinator,
Social & Comparative Analysis in Education
School of Education
University of Pittsburgh
5905 Wesley W. Posvar Hall
Pittsburgh, PA 15260 USA
Email: mgunzen@pitt.edu
Education


Areas of Expertise

  • Philosophy of Education
  • Ethics
  • Epistemology
  • Qualitative Research
  • Social Justice

Professional Biography

Dr. Gunzenhauser is a philosopher of education and qualitative research methodologist. He has published on issues related to social justice in education, the foundations of research, and school reform. Before coming to Pitt in 2004, he was an assistant professor at Oklahoma State University. He earned his PhD in Social Foundations of Education from the University of North Carolina at Chapel Hill in 1999.

Research Interests & Current Projects

His research focuses on issues of social justice in education and research, and in particular how ethical practices may inform critical projects and promote resistance to normalization. He is most interested in the study of ethics, epistemology, social theory, and their intersection in the work of feminists, critical theorists, and post-structuralists. He is currently affiliated with the Women's Studies Program and the Intercultural House. Most recently, he has consulted with the Oklahoma A+ Schools Program in 2006.

Courses Taught

  • ADMPS 3003 – APS Doctoral Core I
  • ADMPS 3004 – APS Doctoral Core II
  • ADMPS 3001 – Disciplined Inquiry
  • ADMPS 2342 – Education and Culture
  • ADMPS 2356 – Field Methods
  • ADMPS 3016 – Introduction to Qualitative Research
  • ADMPS 3311 – Ways of Knowing

Selected Publications

Gunzenhauser, Michael. (2008). Care of the Self in a Context of Accountability. Teachers College Record, 110(10).

Gunzenhauser, Michael. (2007). Resistance as a Component of Educator Professionalism. Philosophical Studies in Education, 38: 23–36.

Gunzenhauser, Michael; & Hyde, Andrea. (2007). What is the Value of Accountability? Educational Theory, 57(4): 489–507.

Gunzenhauser, Michael. (2006). A Moral Epistemology of Knowing Subjects: Theorizing a Relational Turn for Qualitative Research. Qualitative Inquiry, 12(6): 621–647.

Gunzenhauser, Michael.; & Gerstl-Pepin, Cynthia I. (2006). Engaging Graduate Education: A Pedagogy for Epistemological and Theoretical Diversity. Review of Higher Education, 29(2): 319–346.

Gunzenhauser, Michael. (2003). High-Stakes Testing and the Default Philosophy of Education. Theory into Practice, 42(1): 51–58.

Cozart, S. C.; Gordon, J.; Gunzenhauser, Michael; McKinney, M.B.; & Patterson, J. (2003). Disrupting Dialogue: Envisioning Performance Ethnography for Research and Evaluation. Educational Foundations, 17(2): 53–69.

Gerstl-Pepin, Cynthia I.; & Gunzenhauser, Michael G. (2002). Collaborative Ethnography and the Paradoxes of Interpretation. International Journal of Qualitative Studies in Education, 15(2): 137–154.

Gerstl-Pepin, Cynthia I., Gunzenhauser, Michael G.; & Noblit, G.W. (Eds.) (2002). The Arts and Accountability: The Shifting Foundations of School Reform. Special Issue of Educational Foundations, 16(2).

Gunzenhauser, Michael; & Gerstl-Pepin, Cynthia I. (2002). Guest Editors' Introduction: The Shifting Context of Accountability in North Carolina and the Implications for Arts-Based Reform. Educational Foundations, 16(2): 3–14.

Stone, Lynda; & Gunzenhauser, Michael. (Eds.) (2001). Educational Rights and Entitlements. Special Issue Commemorating the 6th Biennial Conference of the International Network of Philosophers of Education. Studies in Philosophy and Education, 20(3).

Stone, Lynda; & Gunzenhauser, Michael. (2001). From Bourdieu and Wolin, Inside and Outside the Box: A Frame for the Special Issue. Studies in Philosophy and Education, 20(3): 181–190.

Adkins, A.; & Gunzenhauser, Michael.(1999). Knowledge Construction in Critical Ethnographies. Educational Foundations, 13(1): 61–76.