Professor and Program Coordinator - Interdisciplinary Studies in Education

Dr. Cris Mayo is an internationally recognized scholar who serves as Professor and Director of the Interdisciplinary Studies master’s degree program in the Department of Education.

Mayo’s publications include a number of books, book chapters and journal article in Educational Theory, Studies in Philosophy of Education, Sexuality Research and Social Policy, and Educational Policy and Theory, among others. In addition, Mayo co-edited two collections and is currently the editor-in-chief of the Oxford Encyclopedia on Gender and Sexuality in Education, and currently serves as associate editor of Educational Theory.

Prior to joining UVM, Mayo served as Professor and Director of the LGBTQ+ Center and in Women's and Gender Studies at West Virginia University.

Publications

Books

Gay-Straight Alliances and Associations Among Youth in Schools (New York: Palgrave, 2017).

LGBTQ Youth and Education: Policy and Practices (New York: Teachers College Press, 2013) (Critic’s Choice Book Award, American Educational Studies Association, 2014).

Disputing the Subject of Sex: Sexuality and Public School Controversies (Boulder, CO:  Rowman and Littlefield, 2004, reprinted in paperback, 2007) (Critic’s Choice Book Award, American Educational Studies Association, 2008).

Co-authored book

Jamison Green, Rhea Ashley Hoskin, Cris Mayo, and sj miller, Navigating Trans*+ and Complex Gender Identities (London: Bloomsbury).  Cris Mayo, “Transgender Generations and Technologies of Recognition,” 1-18.

Edited collections

Oxford Encyclopedia of Gender and Sexuality in Education (Oxford: Oxford University Press), contracted, 112 entries commissioned, 6-10K words each, in progress, forthcoming 2021.

Queer Pedagogies: Theory, Policy, Praxis, edited by Cris Mayo and Nelson M. Rodriguez (New York: Springer, 2019). Cris Mayo and Nelson M. Rodrigues, “Chapter 1: Wanting More: Queer Theory and Education,” 1-12.

Queer, Trans, and Intersectional Theory in Educational Practice: Student, Teacher, and Community Experiences, edited by Cris Mayo and Mollie V. Blackburn (New York: Routledge, forthcoming Dec. 18, 2019). Cris Mayo and Mollie V. Blackburn, “Introduction: Misses and Connections: Queer, Trans, and Intersectional Pedagogies,” 20 pp.

Edited Journals and Special Issues

Cris Mayo, ed. Philosophy of Education (2013).

Mordechai Gordon and Cris Mayo, eds. Special Issue on Philosophy of Education and Humor. Educational Philosophy and Theory 45, no. 8 (Aug. 2013).

Sharon Tettegah and Cris Mayo, eds. Special Issue on Information Technology and Urban Education. Urban Education 40 (July 2005).

Refereed Publications

Mayo, C. (2020). Teaching Anger: Presidential Address. Philosophy of Education,(),1-19. 10.47925/76.1.001

Mayo, C. (2020). Anger and Pedagogy. Philosophical Inquiry in Education,24(1),86-90. 10.7202/1070557AR

Mayo, C. (2020). Strategies of Authenticity. Philosophical Inquiry in Education,27(2),170. 10.7202/1074045AR

Mayo, C. (2021). Distractions and Defractions: Using Parental Rights to Fight Against the Educational Rights of Transgender, Nonbinary, and Gender Diverse Students. Educational Policy,35(2),368-382. 10.1177/0895904820983033

“Visitor” Queer Battle Fatgue keywords symposiumn Gay and Lesbian Quarterly 26n vol. 2 (2020)n 218-220.

“Intersections, Ambivalence, and Racial Justice in Schools: Black Queer Students Remap Complexity.” Teachers College Record 120, no. 14 (2018), 1-22.

Miller, Cris Mayo, Catherine Lugg, “Sex and Gender in Transition in US Schools: Ways Forward.” Journal of Sex Education 18, no. 4 (Apr. 2018), 345-359. Reprinted in Jen Gilbert and Julia Sinclair Palm (Eds). Trans Youth in Education (New York: Routledge, 2019).

“Queer Youth, Relational Subjectivity, and Uncertain Possibilities: Challenging Research in Complicated Contexts.” Educational Researcher 46, no. 9 (Dec. 2017), 530-538.

Book Chapters and Nonrefereed Articles

“Whose Philosophies? Which Practice?”, response to Jessica Heybach, presidential address, “On the Apartheid of Knowledges,” Philosophical Studies in Education 50 (2019), 16-18.

“Teaching in Times of Anti-Academic Provocation.” In George Yancy (Ed.), Educating for Critical Consciousness in the Age of Trump (New York: Routledge, 2019), 228-239.

“Queer Student Community Improvement Work, Precarity in Higher Education, and Compensation.” In Joseph L. Devitis and Pietro A. Sasso (Eds.), Student Activism in the Academy: Its Struggles and Promise, (New York: Myers Educational Publishers, 2019), 191-203.

“Foreword: Trans Invitations and Complex Justice.” In sj Miller, Gender Identity Justice: Foundations for Change (New York: Teachers College Press, 2019), xi-xiii.

“Material Differences: Genders and Sexualities Beyond Class.” Philosophy of Education (2018), 424-428.

Awards and Recognition

  • Critics’ Choice Book Award for LGBTQ Youth and Education: Policies and Practices, American Educational Studies Association (2014)
  • American Educational Research Association Queer SIG Body of Work Award (2014)
  • University of Illinois Online Teaching Award (2013)
  • Department of Gender and Women’s Studies Outstanding Faculty Award (2013)
  • College of Education Outstanding Faculty Award for Graduate Teaching (2012)
  • College of Education Graduate Student Conference’s Mentor Award (2012)
  • Critics’ Choice Book Award for Disputing the Subject of Sex, American Educational Studies Association (2008)
Cris Mayo

Areas of Expertise and/or Research

  • Philosophy of education
  • Gender and sexuality studies in education
  • Queer, transgender, and community-based pedagogies

Education

  • Ph.D., Education Policy Studies/Educational Philosophy, University of Illinois at Urbana-Champaign
  • M. A., Education, University of Illinois, Urbana-Champaign
  • B. A., History and Women’s Studies, SUNY Albany

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