Elyse Hambacher is an Associate Professor of Education and a core faculty member in the Women’s Studies Program at the University of New Hampshire. She earned her Ph.D. in Curriculum and Instruction from the University of Florida and an M.A. in Curriculum and Teaching from Teachers College, Columbia University. Dr. Hambacher’s research focuses on using critical justice-oriented perspectives to strengthen equity in elementary education and in the preparation of preservice and inservice educators. Interested in the sociocultural and political contexts of learning, her research strands include the development of teachers’ critical social justice literacy; how teachers resist punitive school disciplinary practices; and teacher care for minoritized students. She has authored publications in the journals Teaching and Teacher Education, Urban Education, Equity and Excellence in Education, Educational Leadership, and The International Journal of Qualitative Studies in Education. In 2019, Dr. Hambacher was a recipient of Diverse: Issues in Higher Education’s Emerging Scholar Award, a national recognition to scholars in the academy striving to make society more just. Prior to working in higher education, she was a kindergarten and fourth grade teacher in Miami, FL and also taught English in the Japanese Exchange and Teaching Programme in Kumamoto, Japan.
Ph.D., Education, University of Florida
M.A., Education, Columbia University
B.A., Elementary Education, University of Florida
Social justice education
Teacher learning and development across the career span
EDUC 500: Exploring Teaching
EDUC 703C: Classroom Management
EDUC 703C/803C: Classroom Management
EDUC 718: Critical Social Justice Ed
EDUC 803C: Classroom Management
EDUC 818: Critical Social Justice Educ
EDUC 935A: Seminar & Practicum Teaching
INCO 590: Rsrch Exp/Education
Hambacher, E., Silva, B., & Morelli, G. (2020). “There Was Complete Silence”: Reflections on Teacher Preparation for Social Justice Education in a Predominantly White Community. Multicultural Perspectives, 22(4), 201-209.
Hambacher, E., & Ginn, K. (2020). Race-Visible Teacher Education: A Review of the Literature From 2002 to 2018. JOURNAL OF TEACHER EDUCATION. doi:10.1177/0022487120948045
Reagan, E. M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T., & Fornauf, B. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80, 83-93. doi:10.1016/j.tate.2018.12.005
Bondy, E., & Hambacher, E. (2016). Let Care Shine Through. Educational Leadership, 74, 50-54.
DeMitchell, T., & Hambacher, E. (2016). Zero Tolerance, Threats of Harm, and the Imaginary Gun:" Good Intentions Run Amuck. Brigham Young University Education and Law Journal, 16.
Hambacher, E., & Bondy, E. (2016). Creating communities of culturally relevant critical teacher care. Action in Teacher Education, 38(4), 327-343.
Bondy, E., Hambacher, E., Murphy, A. S., Wolkenhauer, R., & Krell, D. (2015). Developing critical social justice literacy in an online seminar. Equity & Excellence in Education, 48, 227-248.
Hambacher, E., & Thompson, W. C. (2015). Breaking the mold: Thinking beyond deficits. Journal of Educational Controversy, 9(1).
Benna, J. V., & Hambacher, E. (n.d.). Foundations of Superintendent Trustworthiness: Perspectives of Elementary School Principals. Journal of School Leadership, 105268462098035. doi:10.1177/1052684620980357