James Sheldon
Curriculum Vitae
September 30, 2020
EDUCATION
Ph.D. Teaching and Teacher Education, University of Arizona, 2022 (expected)
M.A. Mathematics, University of Northern Colorado, 2019
M.A. Special Education, San Francisco State University, 2014
M.A. Equity and Social Justice in Education, San Francisco State University, 2010
B.A. Interdisciplinary Computer Science Teaching, University of California, Santa Cruz, 2006
Teaching Credential
2015 Mild-to-Moderate Educational Specialist (K-12), San Francisco State University
PUBLICATIONS
Peer Reviewed Research Journals
2019 Rands, K & Sheldon, J. The Possibility of a Disability Studies in Education Continuing Education Course: A Deleuzoguattarian Stratoanalysis. Journal of Curriculum Theorizing 34(1), 83-90. http://journal.jctonline.org/index.php/jct/article/view/768/389
2017 Sheldon, J., & Rands, K. Whatever will be will be: Queering disabled subjects’ temporality. Philosophical Inquiry in Education, 24(4), 368–378. https://journals.sfu.ca/pie/index.php/pie/article/view/947.
2017 The pedagogy of the student: Reclaiming agency in receptive subject-positions. Journal of Curriculum Theorizing, 32(1), 91-103. http://journal.jctonline.org/index.php/jct/article/view/681/Sheldon.
2017 Problematizing reflexivity, validity, and disclosure: Research by people with disabilities about disability. The Qualitative Report, 22(4), 984-1000. http://nsuworks.nova.edu/tqr/vol22/iss4/4/.
Peer Reviewed Practitioner Journals
2019 Wood, M.B., Sheldon, J., Felton-Koestler, M.D., Oslund, J., Parks, A. N., Crespo, S., & Featherstone, H. Supporting equitable participation: Eight teaching moves. Teaching Children Mathematics, 25(4), 218-223.
Practitioner Books
2019 Tan, P., Padilla, A., Mason, E., & Sheldon, J. Humanizing disability in mathematics education: Forging new paths. National Council of Teachers of Mathematics.
Editor Reviewed Publications
2019 Towards a queer curriculum of infinity. In Letts, W. and Fifield, S. STEM of desire: Queer theories in science education. Brill.
2016 “What works” doesn’t work: The problem with the call for evidence based practices in the classroom. Badass Teachers Association White Paper Series #2. http://files.eric.ed.gov/fulltext/ED574817.pdf.
2016 Versatile: A queer interpretation of collaborative groupwork. In Brockenbrough, E., Ingrey, J., Martino, W, and Rodriguez, N.M. Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century. Palgrave-MacMillian.
2014 Transforming from the bottom up: A book review of mathematics for equity: A framework for successful practice. Journal of Urban Mathematics Education, 7(2). http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/240/164.
2004 Grading students without degrading learning. In National Teaching and Learning Forum 13. http://onlinelibrary.wiley.com/doi/10.1002/ntlf.10075/epdf.
Peer-Reviewed Conference Proceedings
2018 Sheldon, J. and Rands, K. Constructing microworlds, constructing knowledge, constructing communities: Mathematical microworlds and constructivist theory, 40th North American Chapter of the International Group for the Psychology of Mathematics Education. (p. 1285).
2017 Sheldon, J. and Rands, K. Reframing mathematics disability: Emerging critical perspectives. 39th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1443).
2017 Lewis, K., Sheldon, J., et al. Critical perspectives on disability and mathematics education. 39th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1474-1480).
2016 Sheldon, J., Patterson, C., & Wood, M. Problem solving as co-construction of narrative: Collaboration and shared cognition in a calculus workshop. 38th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1149).
2016 Sheldon, J., Rands, K, et al. Reframing interventions in mathematics education: Emerging critical perspectives. 38th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1698-1703).
2013 Sheldon, J. and Rands, K. Queering, trans-forming, and en-gendering mathematics and mathematics education. 35th North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1367-1373).
Articles in Submission
Designing Tasks for Collaborative Groupwork. MathAMATYC Educator.
Constructing Microworlds, Constructing Knowledge, Constructing Communities: Mathematical Microworlds and Constructivist Theory. Digital Experiences in Mathematics Education.
GRANTS, AWARDS, FELLOWSHIPS
Scholarships
2020 Hollis L. Caswell Laureate Scholarship, Kappa Delta Pi
2018 Erasmus Circle Graduate Scholarship, College of Education, University of Arizona
2018 Baer Reintegration Scholarship, The Center for Reintegration
2017 Sir Alan Penrod Scholarship, Leather Leadership Conference
2013 Sally Casanova Pre-Doctoral Scholarship, California State University
Awards
2016 Graduate Student Paper Award, Journal of Curriculum Theorizing (Bergamo Conference)
2016 Student Paper Winner, “The 2003 Naturist Youth Camp Controversy: A Case Study of Youth Agency,” Naturist Education Foundation
2016 Chancellor’s Doctoral Incentive Program Scholar, California State University Office of the Chancellor
2014 Distinguished Achievement Award, Division of Graduate Studies, San Francisco State University
Travel Grants
2017 Contemplative Social Justice Scholar, Center for Contemplative Mind in Society
2017 Mini Grant Award, Arizona Association of Teachers of Mathematics
2016 AERA Division B (Curriculum Studies) Travel Stipend
2016 AERA Paulo Freire, Critical Pedagogy and Emancipation, SIG Travel Stipend
2010 Conference Travel Grant, AERA Division D (Qualitative and Quantitative Methodologies)
CONFERENCE ACTIVITY
Conference Presentations
2020 “This research is not generalizable”: Revisiting John Elliott’s concept of universalizable research. International Conference of Qualitative Inquiry, Champaign, IL, May 20-23. (cancelled).
2020 Sheldon, J and Rands, K. DisEdQueer (Disability Studies / in Education / Queer): A methodology of practice. International Conference of Qualitative Inquiry, Champaign, IL, May 20-23. (cancelled).
2020 Bringing multiply marginalized identities into teaching: The role of non-teaching identities in the mathematics classroom. American Association for the Advancement of Curriculum Studies, San Francisco, CA, Apr 15-17.
2019 Towards a queer curriculum of infinity: An extension of Sumara and Davis’ Queer Curriculum Theory. Bergamo Conference on Curriculum Theory and Practice, Dayton, OH, Oct 10-12.
2019 “F*** it, Autism is a gender now”: a case study of an Autistic, Non-binary Mathematics teacher. Bergamo Conference on Curriculum Theory and Practice, Dayton, OH, Oct 10-12.
2019 Mathematics teacher identity, teacher identity, and intersectional identities: An overview and recommendations for further research. Mathematics Education and Society International Conference, Hyderabad, India, Jan 28-Feb 2.
2018 Beyond empiricism: The role of fiction in phenomenological research. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, November 1-3.
2018 Complicity in silence: Middle school and high school as an incipient queer. International Congress of Qualitative Inquiry, Champaign, IL, May 16-19.
2018 How do you even do this? A tour of queering mathematics and mathematics education. American Association for the Advancement of Curriculum Studies Conference, Queens, NY, April 11-13.
2017 Sheldon, J. and Courey, S. Mathematical and queer identity in schools: Educational disparities and lost opportunities. American Association for the Advancement of Curriculum Studies, San Antonio, TX, April 24-27.
2016 From no future to the ship of fools: Building an alternative futurity for children and adults with disabilities. International Somatechnics Conference, Byron Bay, Australia, December 1-3.
2016 The learning of the oppressed: Reclaiming agency in receptive subject-positions. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 13-15.
2016 Universal design for learning in Algebra 1 textbooks: A queer curriculum theory reading. Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 13-15.
2016 Sheldon, J. and Rands, K. Normative temporality in the intervention paradigm: Towards a queer/trans critique. Trans*Studies: An International Transdisciplinary Conference on Gender, Embodiment, and Sexuality, Tucson, AZ, September 7-10.
2016 Why subjectivity matters: Case studies of using queer autoethnography in educational research. International Congress of Qualitative Inquiry, Champaign, IL, May 19-21.
2013 Erasing queer subjects, constructing disabled subjects: Towards a queering of mathematics disabilities. Debilitating Queerness: DC Queer Studies Symposium, College Park, MD, April 5. http://files.eric.ed.gov/fulltext/ED560838.pdf
2012 Teaching the unteachable: Constructing a queer pedagogy by reading Samuel Delany’s The Mad Man. Delany at 70: Honoring the Life and Work of Samuel R. Delany: DC Queer Studies Symposium, College Park, MD, April 20.
2010 The California Teachers’ Association Gay, Lesbian, Bisexual, Transgender Caucus: Transforming a heteronormative organization. American Educational Research Association, Denver, CO, April 30-May 4.
2010 (Re)Searching queer subjects: Issues and challenges in the development and implementation of queer methodologies. American Educational Research Association, Denver, CO, April 30-May 4. http://files.eric.ed.gov/fulltext/ED538185.pdf.
Sessions Chaired
2018 Queering Research, International Congress of Qualitative Inquiry. International Congress of Qualitative Inquiry, Champaign, IL, May 16-19.
2016 Issues of Identity Navigation and Construction Among Queer Youth. American Educational Research Association, Washington, DC, April 8-12.
2013 LGBTQ Youth and the Promise of Education: From Bullying to Affirmation. American Educational Research Association, San Francisco, CA, April 27-May 1.
WORKSHOP FACILITATOR
2021 Invited, LGBTQ and Disability Identity in Mathematics Education: Intersections, Reflections, and Approaches. National Council of Teachers of Mathematics Meeting & Exposition, St Louis, April 21-24.
2018 Designing Mathematics Tasks Using Universal Design for Learning. Pima Faculty Teaching Strategies Workshop, Tucson, August 11.
2018 An Inqu[ee]ry into LGBTQ and Mathematical Identity. TODOS: Mathematics for All Conference, Scottsdale, June 21-23.
2018 Leveraging Learning Theory to Improve Instruction. Leather Leadership Conference, Atlanta, March 9-11.
2017 Adapting Problems to make them Groupworthy. Pima Faculty Teaching Strategies Workshop, Tucson, August 12.
2017 Against Pedagogy: Why We Need to Force the Teaching Genie Back into the Bottle. Leather Leadership Conference, Atlanta, March 10-12.
2017 CPM For Students with Disabilities: Curricular Support for Universal Design, CPM Teacher Conference, San Francisco, February 23-25.
2016 Moving from Individual Deficits to Complex Instruction. TODOS: Mathematics for All, Scottsdale, June 23-25.
2014 From Individual Deficits to Complex Instruction. California Mathematics Council-North (Asilomar), Pacific Grove, December 5-7.
2013 Rethinking Mathematics (Dis)ability: From Deficit to Complex Instruction. California Mathematics Council-North (Asilomar), Pacific Grove, December 6-8.
RESEARCH EXPERIENCE
Research Assistant (for credit), Identity Noyce Project (Spring 2018, Fall 2019)
Summer Research Intern, Vector Calculus and Discourse Project (Summer 2014)
Pima Community College, Instructor of Record
Elementary Algebra (Fall 2018)
Mathematics Success Support (Fall 2018)
Topics: Finance, Data Analysis, Statistics (Spring/Fall 2018, Fall 2020)
College Algebra (Fall 2017, Spring 2020)
University of Arizona
(Instructor of Record)
Schedule for Success, Beginning Algebra Support Course (Fall 2016/2017)
(Teaching Assistant for Credit)
Student Teaching uMentor/Supervisor (Spring 2018)
Secondary Math Methods (Fall 2017)
Elementary Math Methods (Spring 2017)
Diversity and Special Education Graduate Seminar (Spring 2017, Fall 2018)
(Teaching Assistant)
Informal Learning Environments, Teaching Personal Responsibility (Spring 2016)
K-12 INSTRUCTION EXPERIENCE
Art of Problem Solving (AoPS)
Pre-Algebra (Spring 2020)
Pre-Algebra 2 (Summer 2020)
Introduction to Algebra B (Summer 2020, Fall 2020)
Intro to Counting and Probability (Fall 2020)
Additional Substitute Teaching Experience: Contest Preparation, Programming with Python, Precalculus, Intermediate Algebra, Geometry, Number Theory
California Virtual Academies at San Mateo
Special Education, Algebra 1, Pre-Algebra, Writing (Fall 2013- Spring 2015)
Japanese Community Youth Council (JCYC) Upward Bound
Algebra 2, Pre-Calculus (Summer 2013)
Tilden Preparatory
Algebra 2, Pre-Calculus, Linear Algebra (Summer 2012)
Denman Middle School
Special Education (Spring 2013, Summer 2010)
SERVICE
Community College Service
Pathways Statement Subcommittee, American Mathematical Association of Two- Year Colleges, 2020
Pima Community College Faculty Senate, 2020
Math for Elementary Teachers Subcommittee, Teacher Preparation Committee, American Mathematical Association of Two- Year Colleges, 2019
Presenter, Pima Faculty Teaching Strategies Workshop, 2018, 2017
Pima Adjunct Faculty Committee, 2017-2020
Peer Review
American Educational Research Association, Society of Professors of Education, Psychology of Mathematics Education, North America Conference
The Mathematics Teacher, The High School Journal, Journal of Curriculum Theorizing
Editorial Board, The Qualitative Report, 2017-18
Manuscript Review Board, Disability Studies, 2017-19
Special Issue, “Putting Theory to Work in Teacher Education for Social Justice,” Issues in Teacher Education,2016
Travel Grant, Graduate and Professional Student Council, University of Arizona 2015-18
National Committee Service
AERA Paulo Freire SIG, Graduate Student Advisory Board, 2016-17
Psychology of Mathematics Education – North American Chapter (PME-NA) National Steering Committee, 2016-17
Psychology of Mathematics Education – North American Chapter (PME-NA) Local Organizing Committee, 2015-16
AERA Queer SIG Steering Committee, 2012-13
Statewide Committee Service
California Association of Mathematics Teacher Educators, Advocacy Committee, 2012-17
University Committee Service
Academic Personnel Policies Committee, University of Arizona, 2016-18
Vice President, College of Education Student Government (“EdGov”), University of Arizona, 2016-17
Graduate Council, University of Arizona, 2016-17
Student Health Insurance Advisory Committee, University of Arizona, 2016-17
Graduate and Professional Student Council, University of Arizona, 2016-17
Graduate Student Organizing Committee, University of Arizona, 2015-18
Safe Zone Facilitator, Office of LGBTQ Affairs, University of Arizona, 2015-16
Graduate Curriculum Committee, Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 2015-16
PROFESSIONAL MEMBERSHIPS (Present and Past)
Professional Organizations
American Mathematical Association of the Two-Year Colleges
Arizona Association of Teachers of Mathematics (AATM)
Arizona Mathematical Association of the Two-Year Colleges
National Writers Union (NWU)
TODOS: Mathematics for All
Research Organizations
American Educational Research Association (AERA): Division B (Curriculum Studies), Disability Studies in Education SIG, Paulo Freire SIG, Queer SIG, Research in Mathematics Education SIG, Special Education SIG
Honor Societies
Omega Gamma Chi (Special Education Teachers)
Kappa Delta Pi (Educators)
CERTIFICATIONS
2020 Arizona Subject Matter Expert Standard Teaching Certificate, 6-12, Mathematics (Expires: 6/1/2032)
2019 Google Certified Educator, Level Two
2018 Brightspace Build Level Certification, Pima Community College (Lead Level Certification in Progress)
2018 Faculty Teaching Standards Certificate: General Education, Special Education, Developmental Mathematics, Teaching Mathematics, Academic Mathematics, Pima Community College
2017 Arizona Standard Professional Mild/Moderate Disabilities Special Education, K-12 (Expires: June 2025)
2017 Google Certified Educator, Level One (Expired: August 2020)
2015 California Clear Professional Education Specialist Instruction Credential, Mild-Moderate Disabilities, Autism Authorization, ELL Authorization (Expires: February 2025)
2013 California Preliminary Education Specialist Instruction Credential (Superseded by Clear Credential)
Mr. Sheldon,
I am a first year PhD student in STEM Education (mathematics supporting field) at the University of Minnesota. I am very interested in studying Queer Theory in STEM Education. I was wondering if you could point me to any sources for queer theory in secondary mathematics education.
Thank you for your time,
Kyle S. Whipple