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Hobbel, Nikola

Hobbel, Nikola

English Education
Ph.D., 2003, University of Wisconsin, Madison
M.S., 1998, Dominican University of California
English Education, K-12 Literacy, Curriculum Theory, Critical Pedagogy
Affiliated Faculty:  Environment & Community Master’s Program
Office:  Founders Hall 172
Phone:  707.826.3161 
Current Research, Scholarly Interests, and Related Activities
Freirean Pedagogy; Racialization of Discourses in Curriculum, Standards, and Education Policies; Young Adult Literature & Graphic Novels; Sociocultural Theories of Teaching and Learning; Comparative Policy Studies

Courses Taught

  • English 120: Introduction to the Major
  • English 323: Children's Literature
  • English 344: Young Adult Literature
  • English 424: Communication in Writing I
  • English 426: Communication in Writing II
  • English 611: Seminar in Teaching Writing
  • English 612: Development of Writing Abilities

Recent publications

  • Pitré, T. & Hobbel, N. (expected 2016). Sexualized violence, trauma, and memory: Toward a language of hope. In Pruyn, M., Malott, P. & Orelus, M. (Eds.) Paths to Gender Justice in Education: Theories & Prac​tices. New York: Peter Lang.
  • Chapman, T.K. & Hobbel, N. (Eds.) (2013). Special Issue: Glob​al and local perspectives on social justice in education: History, policy, & praxis. Equity & Excellence in Education; v46,1. Taylor and Francis.
  • Hobbel, N. (2012). Foreword. In Lensmire, A., White urban teachers: Stories of fear, violence, and desire. Lanham, MD: Rowman & Littlefield Education.
  • Chapman, T.K., Hobbel, N., & Alvarado, N. V. (April, 2011). A social justice approach as a base for teaching writing. Journal of Adolescent & Adult Lit​eracy, v. 54, 7. International Reading Association.
  • Chapman, T.K. & Hobbel, N. (Eds.). (2010). Social justice pedagogy across the curriculum: The practice of freedom. New York & London: Routledge.
  • Hobbel, N. & Chapman, T.K. (2010). Writing in academic genres: Is social justice a learning outcome? In T. K. Chapman & N. Hobbel, (Eds.): Social Justice Pedagogy in the United States: The Practice of Freedom. New York & London: Routledge.
  • Hobbel, N. & Chapman, T.K. (2010). Beyond the sole category of race: Using a CRT intersectional framework to map identity projects. Journal of Curriculum Theorizing.
  • Hobbel, N. (2009). Standards Talk: Considering discourse in teacher education standards. In S. L. Groenke & J. A. Hatch, (Eds.): Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings. New York: Springer.