Photo of Podsiadlik, Edward

Edward Podsiadlik, PhD

Clinical Assistant Professor of Curriculum and Instruction

Building:

3440 ETMSW

Address:

1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone Voice:

(312) 996-2709

About

Edward Podsiadlik III, PhD, works with undergraduate teacher candidates and focuses his research and clinical work on coaching literacy and defining authentic teacher identity.

He is currently a Clinical Assistant Professor at the University of Illinois at Chicago in the College of Education.  He has over twenty years experience in urban public education as a middle school teacher, literacy coach, and administrator.  His research interests include qualitative explorations of what informs and defines authentic teacher identity.  His book, "Anecdotes and Afterthoughts: Literature as a Teacher's Curriculum", was published in July 2014 by Sense Publishers.

Education

2013 - PhD in Curriculum Studies, University of Illinois at Chicago
Dissertation: Anecdotes and Afterthoughts: Literature as a Teacher’s Curriculum*
Chair: William H. Schubert
*Published 07/23/2014 - Sense Publishers

2005 - Reading Endorsement, Gr. K-12, Dominican University

2004 - MA in Educational Administration, Saint Xavier University
State of Illinois Certification, Type 75

1997 - ESL (English as a Second Language) endorsement, Governors State University

1995 - MA in English Literature and Writing, Purdue University

1990 - BA in Elementary Education, Saint Xavier University
State of Illinois Certification, Type 03

Professional Memberships

American Educational Research Association (AERA)
International Reading Association (IRA)
The Illinois Reading Council
Oxford University Literacy Round Table
National Council for the Teachers of English (NCTE)
American Classical League
Chicago Classics Club
Association for Supervision and Curriculum Development (ASCD)
Art Institute of Chicago
Lyric Opera of Chicago
Phi Theta Kappa
Golden Key International Honor Societies
Aquin Guild of Chicago
College of Education Representative for the United Faculty Union
American Association of Colleges for Teacher Education (AACTE)
Stanford Center for Assessment, Learning and Equity (SCALE)

Research Currently in Progress

My advocacy for democratic teaching and learning and my commitment to cultivating public education’s capacity to transgress personal and political boundaries is informed by diversity rather than hierarchy, accountability instead of profit, and empathy over stigmatization. My research, teaching, and service are designed to unmask and meander through spaces of quiet dignity and identity that are hidden beneath externally-imposed constraints too often placed upon individuals and groups (individually, collectively, and systemically). I believe that educators have the potential (as well as a moral imperative) to collectively empower those excluded or marginalized from the curriculum of public schooling and life.

Literacy for democratic citizenship is about much more than economic growth and nation building. Passive assimilation of facts and isolated skills is unacceptable. The potential of literacy instruction lies in its capacity to challenge minds to become active, competent, and critical in a complex world. I believe that we educators and researchers have the potential (as well as a moral imperative) to collectively empower those excluded or marginalized from the curriculum of public schooling and life. Nowhere is this more apparent than in the disciplines of literacy.