Dr. Kevin Stockbridge
- Education:
- Franciscan Univ Steubenville, Bachelor of Arts
Kenrick Glennon Seminary, Master of Arts
Kenrick Glennon Seminary, Master of Divinity
Chapman University, Ph.D.
Biography
Dr. Kevin Stockbridge is a Clinical Assistant Professor of Teacher Education in the Attallah College of Educational Studies. He received his Ph.D. in Education with an emphasis in Culture and Curriculum Studies from Chapman University in 2017. Upon his graduation, he received the James L. Doti Outstanding Graduate Student Award for scholarly and ethical work in his field.
Dr. Stockbridge’s research explores ethical, spiritual, epistemological, and practical implications of centering othered/transgressive identities and liminal experiences in education. He prioritizes participatory forms of research, honoring critical ethics of relationality and solidarity. Dr. Stockbridge continues to develop new forms of knowledge with communities of change co-constructed in the process of research. This includes QEIRS (Queer Educators in Religious Schools), a growing social justice research/activist community started as a participatory action research project for his dissertation, and project BIson, an affinity organization of faculty, staff, and students holding bi/poly/multi-identities informing inclusive policy changes in higher education. He also works closely with Padres Unidos, an Orange County based Latina-led family-focused community educational organization, in an ongoing community-university partnership established by Patricia Huerta and Chapman Professor Emerita Suzanne SooHoo. His work in the classroom as co-constructor of knowledge with students in higher education is geared toward fostering the development of educators/researchers who are transformative and ethical agents of social change.
In addition to teaching in the Chapman IES (Integrated Educational Studies), MA in Teaching, and LGBTQ+ Minor programs at Chapman, Dr. Stockbridge has worked in education in many contexts. His pre-doctoral educational background in theologies, philosophies, and spiritualities is accompanied by work in religious contexts. He has served in leadership roles in ministry (parish, youth, and adult) and education. He also taught in middle and high schools in both suburban and urban areas. He has worked with youth in group homes as educational liaison, case manager, group counseling facilitator, and even as a cook.
Prior to returning to Chapman in 2019, Dr. Stockbridge served as the inaugural Coordinator for LGBTQ+ and Inclusion Initiatives in the Office of the Vice Provost for Equity at North Dakota State University. In this position, he collaborated with partners throughout campus to establish an institution-wide curriculum for inclusion engaged through multiple strategic initiatives.
Recent Creative, Scholarly Work and Publications
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Stockbridge, K., Fisher, M. E., Maghzi, K. S., Chun, M., & Bachrach, T. (2021). "Graduate education." In Fisher, M.E., Maghzi, K. S., Achieng-Evensen, C., Dorner, M.A., Pearson, H., & Chun, M. Lessons from the transition to pandemic education in the US: Analyses of parent, student, and educator experiences (pp. 98–112). Routledge.
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Gomez, A., Stockbridge, K. & McKee, A. (2021). The importance of inclusive spaces in social skills development: Drawing on the LGBTQ educational and disability studies in education frameworks. International Electronic Journal of Elementary Education. 13. 385-389.
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Jandric,P., Hayes, D., Levinson, P. et al. (2021). Teaching in the Age of Covid-19—1 Year Later. Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00243-7.
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Hogg, L., Stockbridge, K., Achieng-Evensen, C., & SooHoo, S. (Eds.) (2020) Pedgogies of with-ness: Students, teachers, voice, and agency. Gorham, ME: Myers Educational Press.
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Jandric, P., Hayes, D., Truelove, I. et al. (2020). Teaching in the age of Covid-19. Postdigital Science Education. https://doi.org/10.1007/s42438-020-00169-6
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SooHoo, S., Huerta, P., Meza-Huerta, P., Bolin, T., Stockbridge, K., (2017). Let’s Chat: Reimagining Community-University Partnerships. Gorham, ME: Myers Educational Press.
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Bolin, T., Acheing-Evensen, C., & Stockbridge, K. (2018). “Scholarship as meditation: Lessons calling us to theory and action.” In N. Hartlep (Ed.) Asian/American scholars of education: 21st century pedagogies, perspectives, and experiences. New York: Lang.
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Fisher, M., & Stockbridge, K. (2016). “Breaking the Conspiracy of Silence: Creating Spaces at the Intersection of Diversity and Controversy.” In V. Bloomfield & M. Fisher (Eds.) LGBTQ Voices in Education: Changing the Culture of Schooling. New York: Routledge
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Stockbridge, K. (2016). Review of: Capitalism’s Educational Catastrophe and the Advancing Endgame Revolt! by Richard D. Rosa and Joao J. Rosa. The Radical Imagine-Nation, 1(1).
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Stockbridge, K. (2015). “A Critical Resurrection: Breathing the Spirit into an Education of Despair.” In Dimik, J., Acheing-Evensen, C., Krikorian, M., Kanpol, B., Stockbridge, K., & Kitonga, N. (Eds.) The Critical Graduate Experience: An Ethics of Higher Education Responsibilities. New York: Lang.
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Dimik, J., Acheing-Evensen, C., Krikorian, M., Kanpol, B., Stockbridge, K., & Kitonga, N. (Eds.). (2015). The Critical Graduate Experience: An Ethics of Higher Education Responsibilities. New York: Lang.