Publications

My scholarly work is characterized by my deep commitment to investigating and disrupting patterns of educational inequity, particularly how perceived, assumed, or assigned differences are used against students who are vulnerable to being multiply marginalized through racialization, minoritization, and/or dis/ability identification. My commitment is to investigating the question of how differences are made to matter, trying to identify, understand, and disrupt patterns in the production of inequity and exclusion at multiple levels, including the design of classroom instruction in literacy, positioning within classroom conversations, and the influences of culturally-based deficit discourses and inclusive policies on educational access. This commitment reflects my core values, informs all aspects of my research, teaching, and service, and reflects my unwavering focus on understanding and disrupting the function of schools as mechanisms of social stratification.

Areas of Specialization

• Disability Critical Race Theory (DisCrit) and Disability Studies in Education (DSE)

• Sociocultural perspectives on literacy and instructional design (esp. multimodal literacies)

• Qualitative research methods (esp. critical discourse analysis, narrative analysis and ethnographic approaches)

Full-text pdf's of most of the articles and chapters below can be found at https://psu-us.academia.edu/KathleenCollins. If you'd like a full copy of my CV or a publication listed below that you can't find please do reach out. Kathleen@drkathleencollins.com

citation information can be found at https://scholar.google.com/citations?user=SnSoxxYAAAAJ&hl=en

Books

Collins, K. M. (in preparation). Ability profiling and school failure: One child’s struggle to be seen as competent, third edition. New York, NY: Routledge.

Collins, K. M. (2013). Ability profiling and school failure: One child’s struggle to be seen as competent, second edition. New York, NY: Routledge.

Collins, K. M. (2003). Ability profiling and school failure: One child’s struggle to be seen as competent. Mahwah, NJ: Lawrence Erlbaum Associates.

Edited Collections

Collins, J. & Collins, K. M. (Eds.). (1997), Handbook of strategic writing lessons, Buffalo, NY: Graduate School of Education Publications, State University of New York at Buffalo.

Refereed Journal Articles

Collins, K. M. (2024). Unboxing Difference: Cultivating Inclusive Literacy Classrooms Informed by Disability Studies. Language Arts, 101(3,) p. 203-211.

Collins, K. M. and Scattergood, E. (2023). Reflections on normalizing struggle: Insights from Disability Studies. Language Arts, 100 (5), p. 400-403.

Collins, K.M., Meadows, J., Wagner, M. (2018). Every story matters: Disability Studies and Disability Life Writing in the Literacy Classroom. Language Arts 96(2), p. 114-118.

Collins, K.M., Connor, D., Ferri, B., Gallagher, D. and Samson, J. (2016). Dangerous Assumptions and Unspoken Limitations: A Disability Studies in Education Response to Morgan, Farkas, Hillemeir, Mattison, Maczuga, Li, and Cook (2015). Multiple Voices for Ethnically Diverse Exceptional Learners, 16 (1), p. 4-16.

Collins, K.M. and Ferri, B. (2016). Literacy Education and Disability Studies: Re-envisioning “struggling students.” Journal of Adolescent and Adult Literacy, 60(1) p. 7–12.

Valente, J.M. and Collins, K.M. (2016). [Dis]Ableing Educational Inequities: A Disability Studies in Education Perspective. Review of Disability Studies: An International Journal, 12(1).

Collins, K.M., Green, P., Nelson, S., Madahar, S (2015). Cyber charter schools and students with dis/abilities: Rebooting the IDEA to address equity, access and compliance. Equity and Excellence in Education, 48 (1), p. 71-86.

Collins, K.M. (2013). A disability studies response to JTE’s themed issue on diversity and disability in teacher education. Journal of Teacher Education, 62(3), 283-287.

Collins, K.M. and Broderick, A. (2013). When the light turns blue: Journeying into disability studies guided by the work of Ellen Brantlinger. International Journal of Inclusive Education, 17:12, 1265-1277, DOI: 10.1080/13603116.2013.826291.

Dutro, E. and Collins, K.M. (2011). A journey through nine decades of NCTE-published research in elementary literacy, Research in the Teaching of English, 46 (2), p. 141-161.

Collins, K. M. (2011a). “My Mom says I’m really creative!”: dis/Ability, positioning and resistance in multimodal instructional contexts. Language Arts, 88 (6), p. 409-418.

Collins, K. M. (2011b). Discursive positioning in a fifth grade writing lesson: The making of a bad, bad boy. Urban Education, 46 (4), p. 741-785.

Collins, K.M. and Griess,* C. (2011). It’s all in the game: Designing and playing board games as a means to foster communication and social skills. Young Children, 66 (2) p. 12-19.

Collins, K. M. and Valente, J. (2010). [Dis]ableing the Race to the Top. Teachers College Record, June 17, 2010.

Valente, J. and Collins, K. M. (2010). Straight up nonsense: Or, how to diss students with differences. Teachers College Record, September 20, 2010.

Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disabilities Quarterly, 24 (1), p. 15-32.

Palincsar, A. S., Collins, K. M., Marano, N. L. and Magnusson, S. (2000). Investigating the engagement and learning of students with learning disabilities in guided inquiry science teaching. Language, Speech, and Hearing Services in Schools, 31, p. 240-251.

Collins, K. M., MacLean, F., Palincsar, A. S., and Magnusson, S. (2000). Student discourse in an inquiry-based elementary science class. ENC Focus: A Journal for Classroom Innovators, 7 (1), p. 42-44.

Moss, P., Schutz, A., & Collins, K. M. (1998). An integrative approach to portfolio evaluation for teacher licensure. Journal for Personnel Evaluation in Education, 12 (2), p. 139-161.

Collins, K. M. & Collins, J. L. (1996). Strategic instruction for struggling writers. English Journal, 85, 54-61.

Book Chapters

Collins, K.M. (2022). Sticks and Stones: Toward understanding the trauma of discursive violence. In E. Dutro (Ed.) Trauma-Informed Teaching: Toward Responsive, Humanizing Classrooms, Champagne, IL: National Council of Teachers of English, p. 64-70.

Collins, K. M. (2021). “Why is Lisa’s classroom in the basement?” Reflections on noticing and disrupting exclusion. In D. Connor and Beth Ferri (Eds.) How Teaching Shapes our Thinking About Disabilities: Stories From the field. New York: Peter Lang, p. 77-90.

Collins, K.M. and Broderick, A. (2019). When the light turns blue: Journeying into disability studies guided by the work of Ellen Brantlinger. In L.Ware and R. Slee, eds. Ellen A. Brantlinger: When Meaning Falters and Words Fail, Ideology Matters, p. 62-78, Leiden, Netherlands: Brill. Reprinted from International Journal of Inclusive Education, 17:12, (2013).

Collins, K. M. (2016). A DisCrit perspective on The State of Florida v. George Zimmerman: Racism, ableism, and youth out of place in community and school. In David Connor, Beth Ferri and Subini Annamma (Eds.) DisCrit--Disability Studies and Critical Race Theory in Education. New York: Teachers College Press, p. 183-202.

Collins, K. M. (2015). A disability studies in education (DSE) analysis of corporate based educational reform: Lessons from New Orleans. David Connor, Jan Valle and Chris Hale (Eds.) Practicing Disability Studies in Education, Acting toward social change, New York: Peter Lang.

Collins, K. M., Palincsar, A. and Magnusson, S. (2004). Science for all: A discursive analysis examining teacher support of student thinking in inclusive classrooms. In R. Yerrick and W. M. Roth (Eds.) Establishing Scientific Classroom Discourse Communities: Multiple Voices of Research on Teaching and Learning. Lawrence Erlbaum Associates.

Palincsar, A. and Collins, K.M. (2000). Learning Skills. In A. Kazdin (Ed.) The Encyclopedia of Psychology, Vol. 5. Washington, DC, US: American Psychological Association, p. 30-33.

Collins, K. M. (1997). Reflections on strategic writing. In J. L. Collins & K. M. Collins (Eds.), Handbook of Strategic Writing Lessons, Buffalo, NY: Graduate School of Education Publications, State University of New York at Buffalo.

Public Writing

Collins, K.M. (2010). Understanding the contextualized nature of [dis]ability. Invited entry in LeadCast blog, sponsored by LeadScape, the Equity Alliance at Arizona State University, and the National Institute for Urban School Improvement. http://www.niusileadscape.org/bl/?p=461#more-461

Essay Book Reviews

Henrikksen, C. (2008). Living away from blessings: School failure as lived experience. Althouse Press, Ontario. Reviewed for Teachers College Record; review appeared online March 24, 2009.

Published Professional Development Materials

Collins, J. L. & Collins, K. M. (1997). Professional Development Resource Package. Distributed with Writing Strategies for Struggling Writers, an international videoconference broadcast live on November 1, 1997. Urbana, IL: National Council of Teachers of English.