PhD, Geography, University of Minnesota, 2007
MA, Geography, University of Georgia, 2001
BA, Theater, Williams College, 1988
See https://uwm.edu/geography/undergraduate/undergraduate-advising/ for my office hours.
Geog 110 – The World: Peoples and Regions (Sample Syllabus)
Geog 309 – Nationalities and Nations of the World (Sample Syllabus)
Geog 400 – Population, Environment, Development (Sample Syllabus)
Geog 531 – Insurgent Cities: Global Geographies of Social Movements (Sample Syllabus)
Geog/USP 827- Qualitative Methods (Sample Syllabus)
Geog 731 – Insurgent Cities: Theorizing Geographies of Social Movements (Sample Syllabus)
Geog 905 – Seminar in Biopolitics (Fall 2016) (Sample Syllabus)
I am interested in the relationships among social movements, collective identities, the state, and the spaces of the city. I am especially interested in how social movements develop as alliances – that is, how people with very different interests, identities, dispositions, personal trajectories of learning, and institutional allegiances negotiate their differences to work together to build social movements, and how those movements may also fragment. Within geography I study these issues in terms of the spatialities of social movements and resistance. I pursue these questions through several projects: (1) My present research on biopolitics and race in Milwaukee investigates discourses circulating among the City’s infant mortality reduction program, nonprofits’ campaigns against teen pregnancy, and legislation on paid sick leave, and how local organizing around health policy has to challenge hegemonic ideas of health, illness, and caregiving. (2) My past work on religion-labor alliances, and current project on community organizing, examine the spatialities of these forms of activism. (3) In the Muslim Milwaukee Project, I work with Anna Mansson McGinty (Geography and Women’s and Gender Studies) and Caroline Seymour-Jorn (French, Italian, and Comparative Literature) on collaborative research with local Muslim groups. (4) I also study teaching and learning at the university level, to understand how students’ critical thinking about place and belonging develop in relation to regional and national identities, study abroad experiences, and classroom activities with different kinds of maps.