B.A., University of California, Berkeley (Ethnic Studies), 1994
Ph.D., University of California, Berkeley (Education), 2004
University of Massachusetts Amherst
Amherst, MA 01003
Korina Jocson (Ph.D.) is a cross-disciplinary scholar in social justice education at the University of Massachusetts Amherst. Central to her work are arts-informed sociocultural approaches that examine youth literacies and issues of equity among historically marginalized youth. Recent studies have focused on the intersection of literary and media arts, information and communication technologies, and school-community connections as a way to understand (and further enable) culturally responsive pedagogies across educational settings. Dr. Jocson primarily engages in qualitative inquiry and collaborates with educators and cultural workers to support youth's academic, career, and life trajectories. She is the author of Youth Poets: Empowering Literacies In and Out of Schools (Peter Lang, 2008) and editor of Cultural Transformations: Youth and Pedagogies of Possibility (Harvard Education Press, 2013). Her next book on youth media and education is forthcoming (University of Minnesota Press, exp. 2017). Other publications have appeared (or will appear) in scholarly journals such as International Journal of Qualitative Studies in Education, Anthropology and Education Quarterly, Transformations, Curriculum Inquiry, Teachers College Record, Daedalus, English Education, and Urban Education, and have also been included in a number of anthologies and edited books. She is an active member of the American Educational Research Association and currently serves as a mentor for the Cultivating New Voices program of the National Council of Teachers of English. Most recently, she was awarded as a Fulbright Scholar and will serve as 2016-2017 Visiting Research Chair of Humans Rights and Social Justice at the University of Ottawa. She received her Ph.D. in Education in the area of language, literacy, and culture at the University of California, Berkeley, and completed a postdoctoral research fellowship at Stanford University School of Education.