Phillip A. Boda received his Ph.D. from Teachers College, Columbia University in Science Education. His work focuses on justice-centered praxes by leveraging Cultural and Disability Studies to center subaltern voices. Often, he uses Educational Technology designed specifically for Urban Education contexts to shift among, and be sustained by, more formal empirical lenses of evidence and more critical interpretive grammars. He has worked at The Learning Partnership as a Post-doctoral researcher, held an appointment at the University of California, Berkeley as a Post-doctoral Researcher in the WISE Research Group, and was also a Post-doctoral Fellow at Stanford University in the Science in the City Research Group.
Dr. Boda’s work leverages the affordances of relationship-building with students, their local communities, and teachers to explore questions around the overlapping nexuses of historically marginalized identities (i.e., race, class, gender, disability, and native language). In this way, he draws on Intersectionality, Philosophies of Liberation, and Epistemic Disobedience to challenge sustained colonialities of power in education. His work has explored how researchers analyze student-, teacher-, and school-level data that, when combined with Design-based Research methods, can change the landscape of learning environments by design to respond to those students erased from the historiographical accounts of STEM, Science, and broader educational praxes that sustain marginality. Pluralizing these approaches, Dr. Boda asks: Who decides when justice is met? How do researchers shift beyond comfortable proximities seeded in their epistemic commitments? Why do oppressive colonial logics of subjugation around achievement, affect, and disciplinary hegemonies remain prevalent even among socially just inquiries in education?
United States of America