Paula Salvio

PROFESSOR
Phone: (603) 862-0024
Office: Education, Hamilton Smith Hall 330 F, Durham, NH 03824
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Paula  M. Salvio is a professor of education and affiliate professor in Classics, Humanities and Italian Studies 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 book, The Story-Takers: Public Pedagogy and Contemporary Italy’s Non-Violent Resistance Against the  Mafia was published in 2017 with the University of Toronto Press. She is also the co-author, with Professors Bronwen Low and Chloe Brushwood-Rose,  of Community-based Media Pedagogies: Listening in the Commons, (2016, 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,  the Lindberg Award from the UNH College of Liberal Arts, and a Faculty Scholar in Education, she brings the study of psychoanalysis to education and the public humanities. 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.

Education

  • Ph.D., Curriculum Theory, University of Rochester
  • M.A., Humanities, Wesleyan University
  • B.A., Modern Languages, Fordham University

Research Interests

  • Aesthetic responses to war and conflict
  • Curriculum theory and philosophy of education
  • Public pedagogy and feminist theory
  • Teaching and learning in the context of transitional justice
  • The impact of traumatic historical events on teaching and learning

Courses Taught

  • EDUC 400: Careers in Education
  • EDUC 401: Current Issues in Education
  • EDUC 402: Into to Educational Studies
  • EDUC 701: Human Development & Learning
  • EDUC 707/807: Tchng Readng Thru Content Area
  • EDUC 801: Human Development & Learning
  • EDUC 902: Doctoral Pro-seminar
  • EDUC 905: Critical Inquiry in Education
  • EDUC 906: Lit Review in Educ Research
  • EDUC 986: Philosophy of Education
  • EDUC 991: Curriculum Theory I
  • EDUC 992: Curriculum Theory II

Selected Publications

Salvio, P. M. (2018). A Life of Resistance: Ada Prospero Marchesini Gobetti (1902-1968). MODERN ITALY, 23(3), 345-346. doi:10.1017/mit.2018.15

Low, B., Rose, C. B., Salvio, P. M., Low, B., Rose, C. B., & Salvio, P. M. (2017). The Listening Environment Cultivating Spaces That Hold Us. In COMMUNITY-BASED MEDIA PEDAGOGIES: RELATIONAL PRACTICES OF LISTENING IN THE COMMONS (Vol. 178, pp. 31-48). Retrieved from http://gateway.webofknowledge.com/

Low, B., Rose, C. B., Salvio, P. M., Low, B., Rose, C. B., & Salvio, P. M. (2017). Taking Stories Public How to Tell Stories So That Others Will Listen?. In COMMUNITY-BASED MEDIA PEDAGOGIES: RELATIONAL PRACTICES OF LISTENING IN THE COMMONS (Vol. 178, pp. 66-79). Retrieved from http://gateway.webofknowledge.com/

Low, B., Rose, C. B., Salvio, P. M., Low, B., Rose, C. B., & Salvio, P. M. (2017). Understanding Listening As Relational From Dialogue to Intersubjectivity. In COMMUNITY-BASED MEDIA PEDAGOGIES: RELATIONAL PRACTICES OF LISTENING IN THE COMMONS (Vol. 178, pp. 16-30). Retrieved from http://gateway.webofknowledge.com/

Low, B., Rose, C. B., Salvio, P. M., Low, B., Rose, C. B., & Salvio, P. M. (2017). Listening to Difficulty Conflict and Resistance As Methods of Responsive Listening. In COMMUNITY-BASED MEDIA PEDAGOGIES: RELATIONAL PRACTICES OF LISTENING IN THE COMMONS (Vol. 178, pp. 49-65). Retrieved from http://gateway.webofknowledge.com/

Salvio, P. M. (2013). Exercising 'The Right To Research': Youth-Based Community Media Production as Transformative Action. ENGLISH IN EDUCATION, 47(2), 163-180. doi:10.1111/eie.12019

Salvio, P. M. (2009). Uncanny Exposures: A Study of the Wartime Photojournalism of Lee Miller. CURRICULUM INQUIRY, 39(4), 521-536. doi:10.1111/j.1467-873X.2009.00455.x

Salvio, P. M., & Boldt, G. M. (2009). 'A democracy tempered by the rate of exchange': Audit culture and the sell-out of progressive writing curriculum. ENGLISH IN EDUCATION, 43(2), 113-128. doi:10.1111/j.1754-8845.2009.01043.x

Salvio, P. M. (1999). Teacher of 'weird abundance': Portraits of the pedagogical tactics of Anne Sexton. CULTURAL STUDIES, 13(4), 639-660. doi:10.1080/095023899335086

SALVIO, P. M. (1994). WHAT CAN A BODY KNOW - REFIGURING PEDAGOGIC INTENTION INTO TEACHER-EDUCATION. JOURNAL OF TEACHER EDUCATION, 45(1), 53-61. doi:10.1177/0022487194045001008

Most Cited Publications