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P A U L C. G O R S K I ——————————————————————————————————————————— 1911 N Van Buren St. Arlington, VA 22205 ph: (703) 593-9353 email: gorski@edchange.org web: paulgorski.efoliomn.com/ ——————————————————————————————————————————— EDUCATION Certificate, Humane Education Specialist, Humane Society University, 2009 Certificate, Designing and Teaching Online Courses, Concord Consortium, 2002 Ph.D., Educational Evaluation, University of Virginia, 1998 Dissertation: Racial and Gender Identity Development in White Male Multicultural Educators M.Ed., Social Foundations of Education, University of Virginia, 1995 B.A., Sociology & Communications (double major), University of Virginia, 1994 PROFESSIONAL EXPERIENCE Associate Professor, School of Integrative Studies (SIS), George Mason University Summer 2012—present Assistant Professor, Integrative Studies (Social Justice & Human Rights Concentration), School of Integrative Studies, George Mason University Fall 2008—Summer 2012 Assistant Professor, M.A.Ed.
and Ed.D.
Programs, Graduate School of Education, Hamline University Fall 2003—Summer 2008 (Note: I was promoted to Associated Professor in Spring 2008, but relinquished the promotion to take a position at George Mason University) Adjunct Professor, Fast Train Program, School of Education, George Mason University Spring 2002—Summer 2008 AWARDS AND RECOGNITION 2014 Honorable Mention, IndieFab Book Awards (given to books published by independent publishers), Adult Nonfiction Education Category, for Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap 2013 Teaching Excellence Award, Center for Teaching and Faculty Excellence, George Mason University (top university-wide teaching award at George Mason University) 2013 Honorary Membership, Golden Key Honour Society, George Mason University (nominated by student leaders) 2011 Faculty Vision Award, Office of Diversity Programs and Services, George Mason University 2008 Multicultural Media Award, National Association for Multicultural Education (for EdChange: http://www.edchange.org) 2008 Best Educational Resource Award, Education Reporting, Inc. (for EdChange) PAUL GORSKI 2 ——————————————————————————————————————— SCHOLARLY PUBLICATIONS AND EDITORSHIPS a. Peer-Reviewed Journal Articles Gorski, P., & Parekh, G. (in review).
Critical, liberal, and conservative multicultural teacher education: Do perceptions of institutional support influence faculty criticality?

Teaching in Higher Education.

Gorski, P. (accepted for publication; in press).

How racial battle fatigue affects activist burnout in racial justice activists of color at predominantly white colleges and universities in the United States.

Race, Ethnicity, and Education.

Gorski, P. (2018; published online, waiting to hear which print volume it will be in).
Fighting racism, battling burnout: Causes of activist burnout in U.S. racial justice activists.

Ethnic and Racial Studies.

Gorski, P. (2016).

Rethinking the role of “culture” in educational equity: From cultural competence to equity literacy.

Multicultural Perspectives, 18(4), 221-226.

Gorski, P. (2016).

Poverty and the ideological imperative: A call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education.

Journal of Education for Teaching, 42(4), 378-386.


Gorski, P. (2016).

Making better multicultural and social justice educators: A qualitative analysis of the professional learning and support needs of multicultural teacher education faculty.

Multicultural Education Review, 8(3), 139-159.

Kahn, M., & Gorski, P. (2016).

The gendered and heterosexist evolution of the teacher exemplar in the United States and its equity implications for LGBTQ and gender non-conforming teachers.
The International Journal of Multicultural Education, 18(2), 15-38.

Gorski, P., & Chen, C. (2015).

‘Frayed all over’: The causes and consequences of activist burnout among social justice education activists.

Educational Studies, 51(5), 385-405.

Chen, C., & Gorski, P. (2015).

Burnout in social justice and human rights activists: Symptoms, causes, and implications.

Journal of Human Rights Practice, 7(3), 366-390.

Gorski, P. (2015).
Gorski, P. (2015).

Relieving burnout and the ‘martyr syndrome’ among social justice education activists: The implications and effects of mindfulness.

The Urban Review, 47(4), 696-716.

Gorski, P. (2014).

Consumerism as racial and economic injustice: The macroaggressions that make me, and maybe you, a hypocrite.

Understanding and Dismantling Privilege, 4(1), 1-21.

Gorski, P., Davis, S., & Reiter, A.

(2013).


The (in)visbility of sexual orientation, heterosexism, homophobia, and other LGBT concerns in U.S. multicultural teacher education coursework.

Journal of LGBT Youth, 10(3), 224-248.

Gorski, P., Davis, S., & Reiter, A.

(2012).

Self-efficacy and multicultural teacher education in the U.S.: The factors that influence who feels qualified to be a multicultural teacher educator.

Multicultural Perspectives, 14(4), 220-228.

Gorski, P. (2012).
Gorski, P. (2012).

Instructional, institutional, and sociopolitical challenges of teaching multicultural teacher education courses.

Teacher Educator, 47(3), 216-235.

PAUL GORSKI 3 ——————————————————————————————————————— Gorski, P. (2012).

Perceiving the problem of poverty and schooling: Deconstructing the class stereotypes that misshape education policy and practice.

Equity & Excellence in Education, 45(2), 302-319.

Gorski, P. (2012).
Gorski, P. (2012).

Complicating white privilege: Poverty, class, and the nature of the knapsack.

Teachers College Record.

Available: http://www.tcrecord.org/content.asp?contentid=16687 Gorski, P., and Goodman, R. (2011).

Is there a hierarchy of oppression in U.S. multicultural teacher education coursework?

Action in Teacher Education, 33, 455-475.

Gorski, P. (2011).

Strategic oppositionality to animal rights “antis”: Identity-building and the United States Sportsmen Alliance.
Journal of Critical Animal Studies, 9(3), 61-79.

Gorski, P. (2010).

The scholarship informing the practice: Multicultural teacher education philosophy and practice in the United States.

International Journal of Multicultural Education, 12(2), 1-22.

Gorski, P. (2010).

Cognitive dissonance as a strategy in social justice teaching.

Multicultural Education, 17(1), 54-57.

Gorski, P. (2009).

Insisting on digital equity: Reframing the dominant discourse on multicultural education and technology.
Urban Education, 44(3), 348-364.

Gorski, P. (2009).

What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi.

Journal of Teaching and Teacher Education, 25(2), 309-318.

Gorski, P. (2009).

Good intentions are not enough: A de-colonizing intercultural education.

Intercultural Education, 19(6), 515-526.

Amosa, W., & Gorski, P. (2008).


Directions and mis-directions in multicultural education: An analysis of session offerings at the annual conference of the National Association for Multicultural Education.

Multicultural Perspectives, 10(3), 167-174.

Gorski, P. (2008).

Peddling poverty for profit: Elements of oppression in Ruby Payne’s framework.

Equity and Excellence in Education, 41(1), 130-148. b.

Books Gorski, P. (2018).


Reaching and teaching students in poverty: Strategies for erasing the opportunity gap, 2nd edition.

New York, NY: Teachers College Press.

Gorski, P., & Pothini, S. (2018).

Case studies on diversity and social justice education, 2nd edition.

New York, NY: Routledge.

Ahlquist, R., Gorski, P., & Montaño, T.

(Eds.).

(2018).

Assault on Kids and Teachers: How Hyper- Accountability, Corporatization, and Deficit Ideology Are Destroying Our Schools, 2nd Edition.
New York, NY: Peter Lang.

Gorski, P., Salcedo, R., & Landsman, J.

(Eds.)

(2016).

Talking back and looking forward: An educational revolution in poetry and prose.

New York: Rowman & Littlefield.

Landsman, J., Salcedo, R., & Gorski, P.

(Eds.)

(2015).

Voices for equity and social justice: A literary education anthology.

New York: Rowman & Littlefield.

Goodman, R., & Gorski, P.

(Eds.)

(2015).

Decolonizing “multicultural” counseling and psychology through social justice.

New York: Springer.
New York: Springer.

Gorski, P., & Pothini, S. (2014).

Case studies on diversity and social justice education.

New York, NY: Routledge.

PAUL GORSKI 4 ——————————————————————————————————————— Brown, E., Gorski, P., & Lazaridis, G.

(Eds.)

(2014).

Poverty, class and schooling: Global perspectives on economic justice and educational equity.

Charlotte, NC: Information Age Publishing.

Gorski, P., & Zenkov, K.

(Eds.)

(2014).

The big lies of school reform: Finding new ways forward for public education.
New York, NY: Routledge.

Gorski, P., & Landsman, J.

(Eds.)

(2014).

The poverty and education reader: A call for equity in many voices.

Sterling, VA: Stylus.

Gorski, P. (2013).

Reaching and teaching students in poverty: Strategies for erasing the opportunity gap.

New York, NY: Teachers College Press.

Gorski, P., Zenkov, K., Osei-Kofi, N., & Sapp, J.

(Eds.

), (2012).
(Eds.

), (2012).

Cultivating social justice teachers: How teacher educators have helped students overcome cognitive bottlenecks and learn critical social justice concepts.

Sterling, VA: Stylus.

Ahlquist, R., Gorski, P., & Montaño, T.

(Eds.).

(2011).

Assault on Kids: How Hyper-Accountability, Corporatization, Deficit Ideology, and Ruby Payne Are Destroying Our Schools.

New York, NY: Peter Lang.

c. Book Chapters Gorski, P. (2015).

Ferguson and the violence of ‘it’s-all-about-me’ white liberalism.
In K. Farsching- Varner, N. Hartlep, R. Mitchell, L. Martin, C. Hayes, & C. Allen-Mitchell (Eds.

), The assault on communities of color: Exploring the realities of race-based violence (pp.

33-37).

New York: Rowman & Littlefield.

Gorski, P. (2015).

Foreword.

In E. Moore, M. Penick-Parks, & A. Michael (Eds.

), Everyday white people confront racial and social injustice.

Sterling, VA: Stylus.

Gorski, P. (2014).

Imagining an equity pedagogy for students in poverty.

In P. Gorski & J. Landsman (Eds.


), The Poverty and Education Reader: A Call for Equity in Many Voices.

Sterling, VA: Stylus.

Gorski, P. (2013).

Complicating white privilege: Poverty, class, and knapsack.

In S. Grineski, J. Landsman, & R. Simmons (Eds.

), Talking About Race: Alleviating the Fear.

Sterling, VA: Stylus.

Gorski, P. (2012).

Equity and social justice from the inside out: Ten commitments for intercultural educators.

In N. Palaiologou & G. Dietz (Eds.


), Mapping the broad field of multicultural and intercultural education worldwide: Toward the development of a new citizen.

Newcastle, UK: Cambridge Scholars Publishing.

Gorski, P. (2012).

Appalachian Education.

In J.

Banks (Ed.

), Encyclopedia of Diversity in Education.

Thousand Oaks, CA: Sage Publications.

Gorski, P. (2012).

No Child Left Behind.

In J.

Banks (Ed.

), Encyclopedia of Diversity in Education.

Thousand Oaks, CA: Sage Publications.


Gorski, P. (2012).

Teaching against essentialism and the culture of poverty.

In P. Gorski, K. Zenkov, N. Osei-Kofi, & J. Sapp (Eds.

), Cultivating social justice teachers: How teacher educators have helped students overcome cognitive bottlenecks and learn critical social justice concepts.

Sterling, VA: Stylus.

Gorski, P. (2011).

Foreword.

In T. Stewart & M. Webster (Eds.

), Exploring cultural dynamics and tensions within service-learning.
Charlotte, NC: Information Age Publishing.

PAUL GORSKI 5 ——————————————————————————————————————— Gorski, P. (2011).

Unlearning deficit ideology and the scornful gaze: Thoughts on authenticating the class discourse in education.

In R. Ahlquist, P. Gorski, & T. Montaño (Eds.

), Assault on Kids: How Hyper-Accountability, Corporatization, Deficit Ideology, and Ruby Payne Are Destroying Our Schools.

New York, NY: Peter Lang.

Gorski, P. (2010).

The evolution of a pro-feminist.


In M. Adams, W. Blumenfeld, C. Castañeda, H. Hackman, M. Peters, & X. Zúñiga (Eds.

), Readings for diversity and social justice, 3rd ed.

New York: Taylor & Francis.

Gorski, P. (2010).

The myth of the ‘culture of poverty’.

In K. Finsterbusch (Ed.

), Annual Editions: Social Problems.

Boston, MA: McGraw-Hill.
d. Web Sites EdChange – http://www.EdChange.org • Recognized with 2008 National Association for Multicultural Education Multicultural Media • Award Includes a series of working papers (most of which were later published in journals) and free resources for teachers and education activists Multicultural Pavilion – http://www.EdChange.org/multicultural • Has received over a dozen national awards including the 2008 Best Educational Resource Award from Education Reporting, Inc., and the 2001 Multicultural Media Award from the National Association for Multicultural Education [Note: EdChange and the Multicultural Pavilion together averaged 70,701 visits, by 52,633 unique visitors, per month from around the world in 2010.
For all of 2010, they received 848,409 visits by 631,599 unique visitors.]

CONFERENCE AND CONVENTION PAPERS a.
National and International Conference and Convention Papers “The Evaluation of Preservice Teachers’ Cultural Competence: A Comparative Study.” American Educational Research Association, New York, April 2018 “An Introduction to Equity Literacy for Math Educators.” National Council of Supervisors of Mathematics Annual Conference, Washington, DC, April 2018 “Avoiding Equity Pitfalls.” Global Education Conference, Udmurt State University, Russia, October 2017 “Multicultural Approaches, Intercultural Ideologies, and the Transformative Potential of Counterhegemonic Intercultural Education.” Annual Conference of the International Association for Intercultural Education, Budapest, Hungary, September 2016 “A Threat to Injustice?
: Critically Re-assessing Equity, Inclusion, and Diversity Initiatives on Campus.” National Conference on Race and Ethnicity, San Francisco, June 2016 “Overcoming Activist Burnout as ‘an Act of Political Warfare’.” National Conference on Race and Ethnicity, San Francisco, June 2016 “A Troubling Tension: Reconciling the Disconnect of Racial Justice Activism and Environmental Organizing on Our Campuses.” National Conference on Race and Ethnicity, San Francisco, June 2016 (with Heather Hackman, Jim Bonilla, and Dena Samuels) “Racialized Lives and Bodies of Teachers” (chair).
American Educational Research Association, Washington, DC, April 2016 PAUL GORSKI 6 ——————————————————————————————————————— “Latino Scholar Activism, Burnout, and Narratives.” American Educational Research Association, Washington, DC, April 2016 (with Diane Torres-Velazquez and James Martinez) “Poverty, Education, and Justice: The Role of Ideology.” Global Education Conference, Udmurt State University, Russia, October 2015 “Advancing the Equity Literacy of Teachers through Lessons about Poverty and Education.” National Association for Multicultural Education Conference, New Orleans, October 2015 “Healing the Movement from Within.” Animal Rights National Conference, Washington, DC, August 2015 (with Dallas Rising and Lisa Levinson) “De-Colonizing ‘Diversity’ in Higher Education.” National Conference on Race and Ethnicity, Washington, DC, May 2015 “Intersections of Race and Class.” National Conference on Race and Ethnicity, Washington, DC, May 2015 “Everyday White People Confront Racial and Social Injustice.” National Conference on Race and Ethnicity, Washington, DC, May 2015 (with Ali Michael, Marguerite Parks, Heather Hackman, James Loewen, Peggy McIntosh, and Eddie Moore, Jr.) “Consumerism as Racial Injustice: The Macro-Aggressions that Make Me, and Maybe You, a Hypocrite.” National Conference on Race and Ethnicity, Indianapolis, Indiana, June 2014 “White Men as Allies: Some Lessons We Have Learned about the Opportunities and Challenges of Working for Social Justice.” National Conference on Race and Ethnicity,
 Indianapolis, Indiana, June 2014 “Reaching and Teaching Students in Poverty: An Equity Literacy Approach.” National Association for Multicultural Education Conference, Oakland, California, November 2013 “An Equity Literacy Approach to Social Justice in Education.” National Association for Multicultural Education Conference, Oakland, California, November 2013 “Decolonizing Intercultural Education.” International Association for Intercultural Education Conference, Zagreb, Croatia, September 2013 “Deficient, My Ass!
: Spotlighting Appalachian Resilience through a Student Narrative Project.” Appalachian Studies Conference, Boone, North Carolina, March 2013 (with Wendy Warren, Bobby Starnes, and Penelope Wong) b.
Invited Keynote Addresses “The Trouble with ‘Culture’ in Intercultural Education.” Annual Conference of the International Association for Intercultural Education, Budapest, Hungary, September 2016 “Reaching and Teaching Early Childhood Students in Poverty.” Preserving Early Childhood Conference, Stevens Point, Illinois, March 2016 “An Equity Literacy Approach to (Dis)ability and Schools.” Illinois Alliance of Administrators for Special Education Winter Conference, Springfield, Illinois, February 2016 “Reaching and Teaching Students in Poverty: An Equity Literacy Approach.” Annual Conference of the Joint Special Populations Advisory Committee, Sacramento, California, November 2015 PAUL GORSKI 7 ——————————————————————————————————————— “Insisting on Educational Justice: An Equity Literacy Approach.” New Mexico Indian Education Summit, Albuquerque, New Mexico, November 2015 “Building an Equity Literacy Framework to Support Student Achievement.” Annual Conference of the Colorado Chapter of the National Association for Multicultural Education, Thornton, Colorado, September 2015 “Creating Equitable Learning Environments: An Equity Literacy Approach.” Career and Technical Education Equity Council Annual Conference, Tulsa, Oklahoma, September 2015 “An Equity Literacy Approach to (Dis)ability and Schools.” Reclaiming the Conversation Leadership Summit, Oshkosh, Wisconsin, June 2015 “Education as a Right: An Equity Literacy Approach.” Sizemore Summer Conference, Pittsburgh, Pennsylvania, May 2015 “Why We Need Equity
 Literacy More than Cultural Competence.” Korean Association for Multicultural Education Conference, Seoul, South Korea, May 2015 “Dear White People, Black Lives Matter.” Sistah Vegan Conference, Online, April 2015 (with Dallas Rising) “Poverty, Class, and Educational Justice: An Equity Literacy Approach.” Moving Beyond Tolerance Conference, Newburgh, New York, November 2014 “It Takes More than Blankets and Soup: Eradicating Rather than Mitigating Poverty.” Equity Literacy Forum, Toronto, Canada, October 2014 “Equity Literacy for Educators.” Valuing Equity and Diversity Symposium, Oklahoma City, October 2014 “Ten Principles for Educational Equity.” Annual International Symposium of the Center for Intercultural Study and International Relationships, Udmurt State University, Russia, October 2014 “Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap.” Poverty and Homelessness Conference, DeLand, Florida, September 2014 GRANTS Principal Investigator, Center for Consciousness and Transformation Research Grant, “College Student Activist Self-Care, Well-Being, Sustainability, and Thriving.” 2016-2018, $16,500, George Mason University.
Pollination Project Seed Grant, “Well-Being and Self-Care for Animal Rights Activists,” $1,000 2015 Summer Research Funding, “Racial Justice Activist Burnout and Sustainability,” $4,200, George Mason University.

Co-Principal Investigator, Center for Consciousness and Transformation Research Seed Grant, “Sustaining Movements for Social Change: Bringing Well-Being Practices into Social Justice and Human Rights Advocacy Communities,” 2013-2015, $29,340, George Mason University.
2010 CHSS Faculty Research and Development Award, $5,000, George Mason University.

Co-Principal Investigator, Intergroup Dialogue as Pedagogy Across the Curriculum, Ford Foundation, 2002—2004, $210,000, University of Maryland, College Park.

PAUL GORSKI 8 ——————————————————————————————————————— Co-Writer & Director, Intergroup Dialogue and Leadership Program, William and Flora Hewlett Foundation Unity and Pluralism Grant, 2000—2002, $150,000, University of Maryland, College Park.
Writer & Director, International Connections, Pepsi Enhancement Funds, fall 2000, $1,800, University of Maryland, College Park.

Coordinator, Diversity Works II, Ford Foundation Campus Diversity Initiative Grant, 1999—2001, $276,000, University of Maryland, College Park.

Coordinator, Diversity Works, Ford Foundation Campus Diversity Initiative Grant, 1998—2001, $172,400, University of Maryland, College Park.
PROFESSIONAL ASSOCIATIONS International Association for Intercultural Education (2004—present) • Society for the Study of Social Problems (2014—present) • • National Association for Multicultural Education (1996—present) • • American Educational Studies Association (2010—2016) • American Educational Research Association (2002—2013; 2015—2017) International Phi Delta Kappa (2013—2015)