Walter Gershon

Walter Gershon, Ph.D

Associate Professor
Office Location:
404C White Hall
Contact Information
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Walter S. Gershon is an Associate Professor in the School of Teaching, Learning & Curriculum Studies; LGBTQ Affiliate Faculty; and served as Provost Associate Faculty for Diversity, Equity, and Inclusion (2014-2017) at Kent State University. His scholarly interests focus on questions of justice about the ways in which young people make sense, the sociocultural processes that inform their everyday sense-making, and the qualitative methods used to study those processes. In addition to multiple book chapters and articles in such journals as Cultural Studies<-->Critical Methodologies, Qualitative Inquiry, Journal of Sonic Studies, and Critical Studies of Education, Dr. Gershon is guest editor of a special issue of the Journal of Curriculum Theorizing on Sensual Curriculum (2011) and lead/founding editor of the International Journal of Curriculum & Social Justice. He is the author of an edited book The Collaborative Turn: Working Together in Qualitative Research (2009, Sense) and two recently published books: Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization (2017) in Lexington Press’ series, Race and Education in the 21st Century, and Sound Curriculum: Sonic Studies in Educational Theory, Method, and Practice (2017) in Routledge’s Studies in Curriculum Theory series. Forthcoming publications include contributions to special issues on qualitative research, an edited book at the intersection of education and the politics of the senses, and a co-edited special issue of Educational Studies on educational foundations and the sonic. Prior to his time in higher education, Walter taught in city schools in the United States and in rural and urban contexts in Japan.



Ph.D, University of California, Riverside


Students, Urban Education, Curriculum, Qualitative Methodology, Meaning/Senses, Education, Educational Administration and Policy, Arts Education (Curriculum Development), The ways in which educational actors such as students and teachers make sense of how they understand educational ideas, How students and other educational actors construct meaning through their senses, particularly in and through sound, The relationship between curriculum and students and the ways in which sociocultural precepts inform this relationship, The qualitative research methodologies utilized to study educational actors sense-making, Curriculum studies social justice qualitative research sensory studies and ethnography


  • 2018 Outstanding Book Award Winner, Division B (Curriculum Studies) of the American Educational Research Association
  • Author of Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization (Race and Education in the Twenty-First Century), 2017
  • Author of Sound Curriculum: Sonic Studies in Educational Theory, Method, & Practice (Studies in Curriculum Theory Series), 2017
  • Founding Editor of International Journal of Curriculum and Social Justice
  • 2007 Outstanding Theory Award from the Narrative Research Special Interest Group (SIG)
  • 2013 Early Career Award from the Critical Issues in Curriculum and Cultural Studies SIG of the AERA