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Richardson, Troy A
Cornell Faculty Member
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Positions
- Associate Professor, College of Agriculture and Life Sciences (CALS), Cornell University
Troy Richardson works in the area of philosophy of education, employing Continental and Indigenous philosophical traditions to the question of building more ethical and hospitable relationships across cultural differences. His primary research focus is in multicultural education, where he investigate the benefits and limitations of this educational programme and how it is being re-conceived by a variety of philosophers and theorists for the 21st century.
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Affiliations
other Cornell affiliations
Research
research overview
- As both a philosopher of education and multiculturalist, my research, scholarship and pedagogical efforts center on understanding the foundations for hospitable and ethical relations to difference in classroom contexts. More specifically, I study Indigenous and Continental philosophies of hospitality and attempt to put the principle concepts of these traditions to use in re- conceptualizing teacher and student relations according to the terms “host” and “guest.” My primary objectives are 1.) to research the philosophies of hospitality necessary for any fruitful relationship and 2.) expand the philosophical and conceptual foundations of education to include the epistemological and ontological systems of Indigenous and other minority communities. In doing so, my work is aimed at bettering cross- cultural communication by clarifying impediments to ethical relationships in educational contexts.
other area(s) of concentration/expertise
- Education
keywords
- Multicultural Education
- Philosophy of Education
submitted impact statement
Publications
individual publications
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academic article
- Between Indigenous and Continental Philosophy: A Comparative Approach to Narrative and the Emergence of Responsible Selves. Educational Philosophy and Theory. 44:663-674. 2012
- Between Native American and Continental Philosophy: A comparative approach to narrative and the emergence of responsible selves. Educational Philosophy and Theory. 44:663-674. 2012
- Disrupting the Coloniality of Being; Toward Decolonial Ontologies in Philosophy of Education. Studies in Philosophy of Education. 31:539-551. 2012
- Indigenous Political Difference and the Challenge of Diplomatic Relations: Fostering Diplomatic Subjectivites through Multicultural Education. Educational Studies. 48:465-484. 2012
- Indigenous knowledge and the machinist metaphors of the bricoleur researcher. International Journal of Qualitative Studies in Education. 1-22. 2012
- At the Garden Gate: Popular Discourses of School Gardens and Cafeterias.. The Urban Review. 43:107-123. 2011
- Inclusion as Enclosure: Culturally Relevant Curricula and Indigenous Knowledge. Curriculum Inquiry. 41:332-349. 2011
- Interrogating the Trope of the Door in Multicultural Education: Framing Diplomatic Relations to Indigenous Political and Legal Difference. Educational Theory. 61:295-310. 2011
- Navigating the Problem of Inclusion as Enclosure in Native Culture-Based Education: Theorizing Shadow Curriculum. Curriculum Inquiry. 41:332-349. 2011
- Vine Deloria Jr. as a Philosopher of Education. Anthropology of Education Quarterly. 38:221-230. 2007
- Other encounters: Dances with whiteness in multicultural education. Educational Theory. 50:255-273. 2000
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book
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chapter
- Indigenous Philosophy: Maintaining Integrity and the Problem of Development. Indigenous Educational Models for Contemporary Practice. 4. 2008
- Dictionaries and Critical Lenses: Students Reading Revolutionary Multiculturalism. Multicultural Education. 1999
- Who Defines Native Artists?. Works In Progress. 1996
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conference paper
- Philosophy of Education 2008. Philosophy of Education Society. 413. 2008
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review
Teaching
teaching overview
- My principle efforts as an educator are to provide students with a conception of ethical relationships in a diverse and pluralistic society. More specifically as a philosopher of education, I work to introduce students to the field of through a philosophy of relations framework. Moreover, I work to introduce methods for philosophical research and analysis. In my courses for Multicultural Education, I have three major goals 1.) introduce the historical basis for the emergence of the field and the broad issues that were and continue to be addressed – linguistic differences, racialization and racism, sexism, homophobia, 2.) provide students with an understanding of the methods used in carrying out research in these areas – linguistics/sociolinguistics, ethnographic accounts, curriculum studies, political philosophy, and 3.) begin to recognize the field of multicultural education itself as a site of research. Finally, my primary goals in teaching American Indian Studies 1010 are to provide students with an introduction to the rich intellectual lives of Indigenous north America in the twentieth century and the central problems Aboriginal communities confronted. My principle efforts in teaching are oriented toward fostering ethical relations to difference in a pluralistic society. In my course on Philosophy of Education for example, my goals are to introduce to future teacher educators and educational researchers some of the principle twentieth century philosophical positions regarding social relations and the methods by which these positions are arrived at. In taking up these arguments, I continually return to the context of schooling, asking how such philosophical work can assist in rethinking practices and our efforts to realize pedagogical relations which lead to the democratization of society. In Research Issues in Multicultural Education, I have three major goals 1.) introduce the historical basis for the emergence of the field and the broad issues that were and continue to be addressed – linguistic differences, racialization and racism, sexism, homophobia, 2.) provide students with an understanding of the methods used in carrying out research in these areas – linguistics/sociolinguistics, ethnographic accounts, curriculum studies, political philosophy, and 3.) begin to recognize the field of multicultural education itself as a site of research. My principle goals as an educator are to engage students in the work of conceiving classrooms and curricula which foster greater ethical relations in a diverse and pluralistic society. In my philosophy of education course I introduce students to some of the principle articulations on ethical relations in the twentieth century, with special attention to thier impact on education. Moreover, I introduce philosophical methodologies and forms of analysis.
teaching activities
- AIS-1110: Introduction to American Indian Studies II: Contemporary Issues in Indigenous North America - Spring 2013
- AIS-6970: Independent Study in American Indian Studies - Spring 2013
- AMST-1601: Introduction to American Indian Studies II: Contemporary Issues in Indigenous North America - Spring 2013
- EDUC-2610: The Intergroup Dialogue Project - Spring 2013
- EDUC-6970: Graduate Individual Study in Education - Spring 2013
- EDUC-6980: Graduate Supervised Teaching in Education - Spring 2013
- EDUC-7000: Directed Readings - Spring 2013
- EDUC-7010: Empirical Research - Spring 2013
- EDUC-7020: Practicum - Spring 2013
- EDUC-8900: Master's Level Thesis Research - Spring 2013
- EDUC-9900: Doctoral-Level Thesis Research - Spring 2013
- EDUC-2610: The Intergroup Dialogue Project - Fall 2012
- EDUC-4720: Philosophy of Education - Fall 2012
- EDUC-6720: Philosophy of Education - Fall 2012
- EDUC-6980: Graduate Supervised Teaching in Education - Fall 2012
- EDUC-7000: Directed Readings - Fall 2012
- EDUC-7010: Empirical Research - Fall 2012
- EDUC-7020: Practicum - Fall 2012
- EDUC-8900: Master's Level Thesis Research - Fall 2012
- EDUC-9900: Doctoral-Level Thesis Research - Fall 2012
- AIS-1110: Introduction to American Indian Studies II: Contemporary Issues in Indigenous North America - Spring 2012
- AIS-4000: Critical Approaches to American Indian Studies - Spring 2012
- AIS-6000: Critical Approaches to American Indian Studies - Spring 2012
- AIS-6970: Independent Study in American Indian Studies - Spring 2012
- AMST-1601: Introduction to American Indian Studies II: Contemporary Issues in Indigenous North America - Spring 2012
- EDUC-6970: Graduate Individual Study in Education - Spring 2012
- EDUC-6980: Graduate Supervised Teaching in Education - Spring 2012
- EDUC-7000: Directed Readings - Spring 2012
- EDUC-7010: Empirical Research - Spring 2012
- EDUC-7020: Practicum - Spring 2012
- EDUC-8900: Master's Level Thesis Research - Spring 2012
- EDUC-9900: Doctoral-Level Thesis Research - Spring 2012
- EDUC-4720: Philosophy of Education - Fall 2011
- EDUC-6720: Philosophy of Education - Fall 2011
- EDUC-6980: Graduate Supervised Teaching Education - Fall 2011
- EDUC-7000: Directed Readings - Fall 2011
- EDUC-7010: Empirical Research - Fall 2011
- EDUC-7020: Practicum - Fall 2011
- EDUC-8900: Master's-Level Thesis Research - Fall 2011
- EDUC-9900: Doctoral-Level Thesis Research - Fall 2011
Service
service to the profession
- Philosophy of Education Chair of Standing Committee on Race and Ethnicity 2009 -
- Philosophy of Education Member 2010 - 2011
- American Educational Research Association Selection Committee, Book of the Year Award 2009 - 2011
- American Educational Studies Association Member 2009 - 2011
- American Educational Research Association Member 2009 - 2010
- American Educational Research Association, Bobby Wright Award For early Career Contributions, Indigenous Peoples of the Americas Special Interest Group Committee Member 2009 - 2010
- American Educational Research Association, Outstanding Book Award Committee Committee Member 2009 - 2010
- Philosophy of Education Society Member 2009 - 2010
- Trans-Boundary Water Program Program Organizer 2008 - 2009
- Philosophy of Education Society Member 2006 - 2009
- American Education Research Association Member 2006 - 2008
- National American Indian Education Association Member 2006 - 2007
- Ohio Valley Philosophy of Education Society Member 2006 - 2007
- National Indian Education Association Member - 2007
- Trans-Boundary Indigenous Waters Program, American Indian Studies Program, Cornell University Co-Founder - 2006
- Graduate Horizons, three day Recruitment and Retention Program for Native American Undergraduate Students Advisor 2006
Background
education and training
- Ph.D. in, University of Utah 2006
- University of Pennsylvania 2002
- B.A. in, University of Pennsylvania 1996
awards and honors
- Ford Foundation Post-Doctoral Fellowship, 2010
- Buffalo Spirit Award, 2006
- Spencer Dissertation Fellowship for Research Related to Education, 2005
- American Educational Research Association Minority Dissertation Fellowship ($10,000 + travel to AERA conference), One of two awardees nationwide, 2004
- Steffensen Cannon Fellowship, The University of Utah ($12,000 + tuition), 2004
- Steffensen Cannon Fellowship, The University of Utah ($12,000 + tuition), 2003
- AERA/Spencer Pre-Dissertation Fellowship ($9,000 + $5,000 travel stipend), 2002
- J. George Jones, Jr. & Velma Rife Jones Memorial Scholarship, 2002
- Graduate School of Education Departmental Grant, 1996
- Folk Arts in Education Rostered Artist, 1996
- Allison Lazo Hallingby Grant, College Alumni Society Research Grant, 1994
- Senior Scholar Award, 1994
- Arts in Education Program Rostered Artist, 1994
- W. Annenberg Scholarship, 1992
Other
college
- CALS
research keyword
- Multicultural Education
- Philosophy of Education
name prefix
- Dr.