Dr. Nirmala Erevelles
Professor, Educational Leadership and Foundations of Education
- Educational Leadership, Policy and Technology Studies
- Social and Cultural Studies
- Ph.D. Syracuse University, 1998, Cultural Foundations of Education
- M.S. Syracuse University, 1989, Special Education
- B.Sc. Stella Maris College, Madras University, India, 1985, Mathematics
Areas of Research
Disability Studies in Education
Postcolonial & Third World Feminist Theory
Sociology of Education
- Associate Professor of Social Foundations of Education & Instructional Leadership, Department of Educational Leadership, Policy, and Technology Studies, The University of Alabama, 2003 – Present.
- Graduate Adjunct Faculty, Department of Women’s Studies, The University of Alabama, Spring 2004 – Present.
- Assistant Professor, Social Foundations of Education, Department of Educational Leadership, Policy, and Technology Studies, The University of Alabama, 2001 – August 2003.
- Assistant Professor, Social Foundations of Education , Auburn University, 1998 – 2001.
- Special Education Teacher , MITHRA (Madras Institute to Habilitate the Retarded Afflicted), Madras, India , 1985-1986.
Nirmala Erevelles is Professor of Social and Cultural Studies in Education at the University of Alabama. Her teaching and research interests lie in the areas of disability studies, critical race theory, transnational feminism, sociology of education, and postcolonial studies. Specifically, her research focuses on the unruly, messy, unpredictable and taboo body – a habitual outcast in educational (and social) contexts. Erevelles asks: Why do some bodies matter more than others? In raising this question “why,” the tenor of her scholarship shifts from description to explanation to highlight the implications exploitative social/economic arrangements have for making bodies matter (or not) in particular historical and material contexts. Erevelles argues that disability as a central critical analytic can have transformative potential in addressing issues as varied as inclusive schooling, critical/radical pedagogies/curricula, HIV/AIDS education, facilitated communication, school violence, multicultural education, and the sex curriculum. Her insistence on an intersectional analysis foregrounds the dialectical relationship between disability and the other constructs of difference, namely race, class, gender, and sexuality and its brutal implications for (disabled) students in U. S. public schools and (disabled) citizens in transnational contexts. Additionally, transforming her theoretical leanings to committed praxis, she deploys the lens of disability studies to urge her students to think harder, deeper, and more courageously outside the confines of normative modes of education and social theory that only seek to discipline bodies rather than empower them
Erevelles has published articles in the American Educational Research Journal, Educational Theory, Studies in Education and Philosophy, the Journal of Curriculum Studies, Teachers College Record, Disability & Society, Disability Studies Quarterly, & the Journal of Literary and Cultural Disability Studies, among others. Her book, Disability and Difference in Global Contexts: Towards a Transformative Body Politic was published by Palgrave in November 2012.