Assistant Professor

Education

Research Interests

Disability Studies in Education, Urban Education Studies, Relational Models of Disability in Education, Critical Special Education, Relational Pedagogies

Publications

Refereed Journal Articles

2021

Fitch, F., Hulgin, K., & Coomer, M.N. (2021). How ‘special needs’ vouchers silence and deny the right to inclusive education (LRE): Segregation by choice or fraudulent concealment? International Journal of Qualitative Studies in Education.

Coomer, M.N., Beneke, M.R., & Mueller, C.O. (2021). D/discourses of Childhood Mental Health and Disability: From Individual Pathology to Relational Wellness. In M. O’Reilly and N. Lester (Eds.) Palgrave Encyclopedia of Critical Perspectives on Mental Health.

Coomer, M.N. & Stinson, C. (in press). Invisibilizing Race and Gender in Special Education. In C. Mayo (Ed.) Oxford Encyclopedia of Gender and Sexuality in Education.

Thorius, K. K., Bischoff, J., Faasuamalie, E., Novak, B., Skelton, S. M., & Coomer, M.N. (Under Review). Equity-expansive learning in a technical assistance partnership at the intersections of literacy, race, and dis/ability.

Silverman, E., Coomer, M.N., & Nguyen, D. (under review). Toward a framework for balancing free speech with the rights of others: The use of contested narratives.

2020

Hulgin, K., Fitch, F., & Coomer, M.N. (2020). Optimizing a critical  juncture: Trauma, neoliberal education and children’s agency. Journal of Curriculum and Pedagogy. doi: 10.1080/15505170.2020.1729903

2019

Coomer, M.N. (2019). Deconstructing difference and inclusion  in educational research: Reflections on the International Journal of Qualitative Studies in  Education  Special Edition on Difference. International Journal of Qualitative Studies in Education, 32(2).

2018

Graham, J. & Coomer, M.N. (2018). When schooling hurts: Professional school counselors as mitigates for school-based trauma. Journal of Global Engagement and Transformation, 2(1). https://everypiecematters.com/jget/volume02issue01/when-schooling-hurts-professional-school-counselors-as-mitigates-of-school-based-trauma.html

 

Book Chapters

2021

Coomer, M.N. (Accepted). Erased and renamed: Re- racialization and the white commodification of color. In C. Hayes,J. Manlove, & E. Silverman (Eds.) Critical storytelling: Dismantling white supremacy one doctoral student at a time.

Coomer, M.N., Johnson, A.C., Aronson,B., & Reyes, G. (Accepted). Coalition with/in the Boundaries: A Radical Love Response to Neoliberal Debilitation in Special Education. In D. Hernandez-Saca, C. Voulgarides, & H. Pearson (Eds.) Understanding the boundaries between disability studies and special education through consilience, self-study, and radical love.

2019

Coomer, M.N. & Mintus, K. L. (2019). Test anxiety: Participation and exclusion beyond the institution. In D. Loseke & S. Green (Eds.) Research in social science and disability (Vol. 11): New narratives of disability: Constructions, clashes, and controversies.

Coomer, M.N., Jackson, R. G., & Moore, T. S. (2019). Assessing curricular bias: Student resistance and the transformative classroom. In A. J. Samuels & G. Samuels (Eds.) International social studies forum series: Democracy at a crossroads: Examining the past and facing the future (pp. 113-134). Information Age Publishing.

Thorius, K. K., Moore, T. S., & Coomer, M.N. (2019). We can do better: Critically reframing special education research and practice at the intersections of disability and cultural and linguistic diversity for young children   In J. Bakken & F. Obiakor (Eds.) Advances in special education (Vol. 34): Special education for young learners with disabilities.

 

Regular Classes

ED101 Introduction to K-12 Classroom Culture

ED250 Disability & Activism in Educational Contexts 

ED255 Urban Education

ED360 Classroom Management

ED466/566 Data Driven Instruction for Diverse Learners in the 21st Century