B.A., Fordham University, 1981
M.A., Wesleyan University, 1983
Ph.D., University of Rochester, 1989
Curriculum Theory/Foundations of Education (Doctoral Level)
EDUC 991: Curriculum Theory I
EDUC 992: Curriculum Theory II
EDUC 985: Philosophy of Education
EDUC 905: Critical Inquiry in Educational Studies
EDUC 897: The Literature Review in Educational Research: Interdisciplinary Perspectives
EDUC 902: Doctoral Pro-Seminar
EDUC 897: Socio and Historical Studies on Adolescence in Education
EDUC 998: Readings in Psychoanalysis and Education
Literacy Studies (Undergraduate and Masters Level)
EDUC 7/833: Teaching Writing in the 21st Century
EDUC 7/806: Introduction to the Teaching of Reading and Writing
EDUC 907: Foundations of Literacy
EDUC 700: Education Structure and Change
EDUC 834: Children’s Literature
EDUC 500: Exploring Teaching
curriculum theory and philosophy of education, teaching and learning in the context of transitional justice, public pedagogy and feminist theory, the impact of traumatic historical events on teaching and learning, aesthetic responses to war and conflict
Paula M. Salvio is a Professor of Education in the College of Liberal Arts at The University of New Hampshire. She writes and lectures on the cultural and historical foundations of education with a specialization in psychoanalysis, life-writing, and the impact that marginalization, trauma and war have on women, children and youth in formal and informal educational settings. She explores transitional moments in history and society – reform, wars and revolution and their aftermaths- and how these affect the relations of education, culture and politics.
Her books and numerous essays reflect her dedication to interdisciplinary inquiry. They combine research in digital and conventional archives with analyses of visual and literary sources and interviews and engage critically with feminist and post-colonial theories of education. Her work has been supported by the Canadian Social Science and Humanities Research Council, The United States Department of Education, The New Hampshire Charitable Foundation, the Verizon Foundation and other fellowships.
Along with her numerous articles and book chapters, she is the author of Anne Sexton: Teacher of Weird Abundance, (SUNY Press, 2007) which was awarded a Critics Choice Award by the American Educational Studies Association. Professor Salvio co-edited (with Gail Boldt) Love’s Return: Psychoanalytic Essays on Childhood, Teaching and Learning (Routledge, 2006). Her latest book, The Story-Takers: Public Pedagogy and Contemporary Italy’s Non-Violent Resistance Against the Mafia is under contract with the University of Toronto Press. She is also working on a new book with Professors Bronwen Low and Chloe Brushwood-Rose, Community-based Media Pedagogies: Listening in the Commons, (under contract with Routledge Press).
A recipient of the Julius Silberger Fellowship at the Boston Psychoanalytic Society and Institute, the Roland and Charlotte Kimball Faculty Fellowship from the University of New Hampshire Department of Education, and a Faculty Scholar in Education, Culture and Sustainability at the UNH Sustainability Institute, she brings the study of psychoanalysis to education as well as the knowledge and creative inquiry of the humanities to the challenges facing sustainability studies. An active public speaker who also writes for non-academic audiences, she also publishes on cookbooks and food blogs as acts of public pedagogy that play out in hegemonic and counter-cultural ways. She has extensive administrative experience, including program and faculty development, capacity building in middle and high schools, designing shared governance policies and practices in educational settings, and qualitative assessment of academic programs. She enjoys mentoring students and faculty and planning events that generate intellectual synergy.