Visiting Assistant Professor of Education StudiesKirner-Johnson 242
Meredith Madden ’s teaching and research focuses on educational equity, critical pedagogies and curriculum, structural and social inequalities in education, ethnography, urban education, literacy, teacher preparation, and higher education — community collaborations.
Her pedagogy and scholarship is anchored in feminist, anti-racist and decolonial studies. Her scholarly interests and commitments also include democratizing knowledge, identity and education, first-generation college students, pregnant and parenting students, and experiences in community college.
Madden ’s qualitative research on the experiences of pregnant and parenting low-income women in community college is forthcoming (spring 2019) in Equity & Excellence in Education. In her recent community-based literacy project, CNY Writes: Centering Narratives of Youth, Madden uses writing to foster self and social awareness, identity development, and promote critical and creative writing skills.
At Hamilton, Madden organized and facilitates a group for first-generation college seniors navigating the transition to life after college. This group is supported by Community of Care grant funding from the Hamilton College dean of students and the Days-Massolo Center.
Madden earned a doctorate in cultural foundations of education from Syracuse University. She holds a certificate of advanced study in women’s and gender studies from Syracuse University and a certificate in race and equity in education from The University of Pennsylvania’s Equity Institute. She has a master ’s degree in public policy from The George Washington University, a master ’s degree in urban education from Mercy College, and a bachelor ’s degree in sociology from William Smith College.
Recent Courses Taught
Issues in Education
Ethnography of Learning Environments
Pedagogy, Power, and the Politics of Knowledge
- Madden, M., (2018, October). Crossing the College-K-12 Divide through Community Partnerships. New York State Association for Teachers Education Fall Conference, Saratoga Springs, NY.
- Nguygen, N., Nastasi, A. W., Mejia, A., Stanger, A., & Madden, M. (2016). Epistemic friendships: Collective knowledge making through transnational feminist praxis. In E.H. Chowdhury & L. Philipose (Eds.), Dissident Friendships: Imperialism, Feminism, and the Possibility of Transnational Solidarities, University of Illinois Press, Chicago, IL
- Madden, M. (2015). Social class dialogues and the fostering of class consciousness. Equity and Excellence in Education, 48 (4).
- Madden, M. (2014). Pedagogical encounters, graduate teaching assistants, and decolonial feminist commitments. Feminist Teacher, 25(1).
- Madden, M. (2014). Review of Contemporary issues in the sociology of race and ethnicity by George J. Sefa Dei and Meredith Lordan (Eds.). Education Review, 21.
- Madden, M. (2017, March). Teacher Preparation, Civic Engagement, and Social Justice: The Case of AmeriCorps’ New York City Teaching Fellows Program. Paper presented at the 2017 New York State Foundations of Education Association Conference, Ithaca, N.Y.
- Madden, M. (2015, February). Gender, Class, and the Community College Classroom. Paper presented at the Eastern Sociological Society Conference, New York, N.Y.
- Madden, M. (2015, February). (Chair and Presenter) Dialogue Across Social Identity Borders in the University Classroom. Paper presented at the Eastern Sociological Society Conference, New York, N.Y.
- Madden, M (2014, October). Engaged Together: Public Scholarship and Graduate Student Learning Through An Intergroup Dialogue Facilitator Collective. Paper presented at The 14th Annual Imaging America National Conference, Atlanta, Ga.
- Madden, M. (2014, March). Social Class Dialogues and the Fostering of Social Class Consciousness. Paper presented at The 7th Annual Conference on Equity & Social Justice, Syracuse, N.Y.
- Madden, M. (2013, April). Critical Pedagogy, Curriculum, and Epistemic Dignity. Paper presented at the 2013 New York State Foundations of Education Association Conference, Hamilton, N.Y.
- Madden, M. (2013, March). Consciousness Raised! The Case for Intergroup Dialogue Pedagogy and the Development of Undergraduate Social Class Consciousness. Paper presented at The 6th Annual Conference on Equity & Social Justice, Testing Our Limits: Reaching and Learning with Courage and Conviction, New Paltz, N.Y.
- Madden, M. (2012, May). Dialogue Facilitation as Social Activism paper presented at the Syracuse University Conference on Activism, Rhetoric, and Research, Syracuse, N.Y.
American Educational Research Association
American Educational Studies Association
Eastern Sociological Society
National Women's Studies Association
New York State Foundations of Education Association
Sociologists for Women in Society
Appointed to the Faculty: 2016
Ph.D., Syracuse University
M.S., Mercy College
M.P.P., George Washington University
B.A., William Smith College