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Photo of Boda, Phillip A.

Phillip A. Boda, PhD

Assistant Professor in the Department of Special Education

Director of Curriculum in the School of Public Health

Researcher, Illinois Center of Excellence–Planning a Resilient and Equitable State Using Real-time data (ICE-PRESUR) Team at Discovery Partners Institute (DPI)

Research Fellow, The Gregory S. Fehribach Center

Research Advisor, AAAS’s Entry Point! Program

Pronouns: He/They/Any Pronouns


Building & Room:

3424 ETMSW

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Invited Keynote on Community-Policy Participatory Partnerships (C-PPPs), QuantCrit, and Environmental Justice Heading link

Institute of Mathematical and Statistical Innovation

Connecting QuantCrit to Environmental Justice Praxis in Southwest Chicago through Community-Engaged Participation in the Policy Process.

Invited Lecture on Science for All and Intersectionality Heading link

Flyer with Dr. Boda appearing on the left side with colorful shapes for style. There are Portuguese descriptions of the time and place of the lecture online.



  • Phillip A. Boda received his Ph.D. from Teachers College, Columbia University in Science Education. His work focuses on justice-centered praxes that leverage Cultural and Disability Studies to center subaltern voices. Often, he uses Educational Technology designed specifically for Urban Education contexts to disobey traditional grammars of what constitutes research in the name of 'social justice.' 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 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?

Selected Publications

  1. Kulkarni, S., Nusbaum, E. A., & Boda, P. A., (2023). DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration. In B. A. Ferri, D. J. Connor, & S. A. Annamma (Eds.), Enacting disability critical race theory: From the personal to the global (pp. ##-##). New York: Routledge. [Special-Issue-As-Book].
  2. Boda, P. A. (2022). On the methodological and epistemological power of epistemic (de)centering as a reflexive praxis of resistance toward Disability Justice. Qualitative Research Journal. Online first.
  3. Boda, P. A. (2022). Identity making as a colonization process, and the power of Disability Justice to cultivate intersectional disobedience. Education Sciences, 12(7), 1-15. Doi: 10.3390/educsci12070462
  4. Boda, P. A. Nusbaum, E., & Kulkarni, S. (2022). From ‘what is’ toward ‘what if’ through intersectionality: Problematizing ableist erasures and coloniality in racially-just research. International Journal of Research and Method in Education. Doi: 0.1080/1743727X.2022.2054981
  5. Boda, P. A., & Riley Miller, A. (2022). Educational technologies for multicultural science learning: Comparing reform and critical design studies. In M. Atwater (Ed.), International handbook of research in multicultural science education. Springer.
  6. Boda, P. A., James, K., Sotelo, J., Uttal, D., & McGee, S. (2021). Racial and gender disparities in elementary mathematics. School Science and Mathematics, 122, 36-53. Doi: 10.1111/ssm.12506
  7. Kulkarni, S., Nusbaum, E., & Boda, P. A. (2021). DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration. Race, Ethnicity, and Education, 24, 654-70.
  8. Boda, P. A. (2021). The conceptual and disciplinary segregation of disability: a phenomenography of science education graduate student learning. Research in Science Education, 51(6), 1725-1758. doi: 10.1007/s11165-019-9828-x
  9. Boda, P. A., & McGee, S. (2021). Broadening participation and success in AP CSA: Predictive modeling from three years of data. In Proc. ACM Tech. Sym. Comp. Sci. Ed. (SIG CSE’21). ACM, Virtual Event, USA.
  10. Brown, B., Boda, P. A., Ribay, K., Wilsey, M., & Perez, G. (2021). A technological bridge to equity: How VR designed through culturally relevant principles impact   students’ appreciation of science. Learning, Media, and Technology.
  11. Boda, P. A., Bathia, S., & Linn, M. C. (2020). Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory. Journal of Research in Science Teaching, 58, 225-248. doi: 10.1002/tea.21653
  12. Boda, P. A., & Brown, B. (2020). Priming urban learners’ attitudes toward the relevancy of science: A mixed-methods study testing the importance of context. Journal of Research in Science Teaching, 57, 567-596. doi: 10.1002/tea.21604
  13. Boda, P. A., & Svihla, V. (2020). Minding the gap: Lacking technology inquiries for designing instruction to retain STEM majors. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology (pp. 423-436). Springer Publishing. doi: 10.1007/978-3-030-36119-8_19 
  14. Boda, P. A. (2019). Conceptualizing the margins in science education: The limits of multicultural analyses. Cultural Studies of Science Education, 14, 493-514. doi: 10.1007/s11422-019-09926-x
  15. Brown, B., Boda, P. A., Lemmi, C., & Monroe, X. (2018). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54, 775-803. doi: 10.1177/0042085918794802
  16. Boda, P. A., & Weiser, G. (2018). Using POGILs and blended learning to challenge preconceptions of student ability in introductory chemistry. Journal of College Science Teaching, 48(1), 60-67. LINK
  17. Boda, P. A. (2017). Less hope, more paint: On the political war being waged in urban contexts. The Educational Forum, 4, 391-403. doi: 10.1080/00131725.2017.1350234
  18. Khisamutdinov, E. F., Shamaev, A. E., Karabaeva, K. E., Mereshchenko, A. S., Panov, M. S., Boda, P. A., … & Wilson, R. M. (2015). A pyrene dihydrodioxin with pyridinium “arms”: A photochemically active DNA cleaving agent with unusual duplex stabilizing and electron trapping properties. Journal of Photochemistry and Photobiology A: Chemistry, 307, 131-146. doi: 10.1016/j.jphotochem.2015.03.017

Service to Community

Led an internationally disseminated webinar on inclusive science education, and critical research for NARST: A global organization for improving science teaching and learning through research: Imagining more inclusive and just futures in science education research, policy, and practice

"This webinar is the second in the newly initiated Presidential webinar series. The series is based on my NARST Presidential theme: Unity and Inclusion for Global Scientific Literacy: Invite as a community. Unite as a community. For this installment, I [NARST President Renee Schwartz] invited critical scholar Dr. Phillip Boda (University of Illinois at Chicago) to coordinate the webinar and continue our conversation about “inclusion” as pertains to science and science education.

Science education research has problematized who has historically been able to participate in the scientific enterprise, who may recognize themselves as scientists, and who can pursue science degrees. Pushing on work exploring science identity, access to general education curriculum, and legally-mandated accommodations, this Presidential webinar brings together a critical panel to discuss what inclusion could mean from outside the field. This panel will also imagine more inclusive and just futures in science education research, policy, and practice by positioning difference as a site of possibility. Attendees will be exposed to theories and methodologies that can be applied to more justice-oriented research and toward the development of more transdisciplinary collaborations."

Notable Honors

2015, Emerging Leader in Education, Phi Delta Kappa

Professional Memberships

American Education Research Association

Secretary/Treasurer: Disability Studies in Education SIG (2020-2022)

Secretary/Treasurer: The Learning Sciences SIG (2020-2022)

NARST: A global organization for improving science teaching and learning through research

Research Committee Member (2016 – 2019; Chair: 17-19)

Equity and Ethics Committee (Workshop organizer: 2015 – 2018; Member: 2021-2023)

Association for Science Teacher Education (ASTE)

Educational Technology Strand Review Co-Coordinator (2018-2020)

Oversight Committee Member (2017 – 2018)

Science Educators for Equity, Diversity, and Social Justice

Social Action Committee Chair (2018-2019)