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College of Education

Faculty and Staff

Elizabeth Currin, Ph.D.

Title: Clinical Assistant Professor, Curriculum Studies
Department: Leadership, Learning Design, and Inquiry
College of Education
Phone: 803-777-2136
Office: Wardlaw 204
Elizabeth Currin, Ph.D.


  • Ph.D. in Curriculum and Instruction, University of Florida
  • M.A. in English, University of North Carolina at Greensboro
  • B.A. in English, Wake Forest University


Elizabeth Currin primarily teaches action research courses in the curriculum studies concentration of the online Ed.D. in Educational Practice and Innovation. Actively involved with the university’s Professional Development Schools Network as the PDS Fellows liaison, she also serves as a co-editor of PDS Partners: Bridging Research to Practice. Her prior experience as a high school English teacher influences her scholarly interest in stories by and about teachers, encompassing practitioner research, the history of education, and representations of schools in popular culture.

Selected Publications

Currin, E. (2023). The positive power of negative capability: Long-term teacher researchers in the United States. In N. Mead (Ed.), Moral and political values in teacher education over time: International perspectives (pp. 93–112). Routledge.

Currin, E., Tamim, S., & Becton, Y. (2023). Consensus is a journey: A programmatic framework for EdD-activism. Impacting Education: Journal on Transforming Professional Practice, 8(1), 49–57.

Martin, G., & Currin, E. (2023). The good fight: Action research as resistance. Action Research, 31(4), 781–796.

Currin, E. (2022). Going deep, wide, and long: The professional endurance of teacher researchers. In B. S. Zugelder & M. L’Esperance (Eds.), Handbook of research on the educator continuum and development of teachers (pp. 17–36). IGI Global.

Currin, E., & Harris, C. (2021). “We could all do with some school”: The miseducation of Elizabeth and Charles in Netflix’s The crown. In I. Kinane (Ed.), Isn’t it ironic?: Irony in contemporary popular culture (pp. 153–168). Routledge.

Currin, E., Schroeder, S., & McCardle, T. (2021). Portraits of protest in Florida: How Opt-Out makes the personal political. Teachers College Record, 123(5).

Currin, E. (2020). Taking a stance: Teacher researchers’ historical and political positioning. Impacting Education: Journal on Transforming Professional Practice, 5(2), 20–25.

Schroeder, S., Currin, E., & McCardle, T. (2020). ‘Solidarity, sisters! We’re all crazy’: The moral madness of opting out of high-stakes testing. Educational Studies, 56(4), 347–365.

Currin, E. (2019). From rigor to vigor: The past, present, and potential of inquiry as stance. Journal of Practitioner Research, 4(1), Article 2.

Currin, E. (2019). In loco parentis redux: Bob and Linda Belcher at Wagstaff School. In M. Dalton & L. Linder (Eds.), Teachers, teaching, and media: Original essays about educators in popular culture (pp. 47–56). Brill.

Currin, E., Schroeder, S., & McCardle, T. (2019). ‘What about race?’: Internalised dominance in the Opt Out Florida movement. Whiteness and Education, 4(2), 199–217.

Jacobs, J., & Currin, E. (2019). Making the case for practitioner inquiry in doctoral student education: Supporting the development of future teacher educators. In D. Yendol-Hoppey, D. Hoppey, & N. F. Dana (Eds.), Preparing the next generation of teacher educators for clinical practice (pp. 199–226). Information Age Publishing.

Currin, E., & Schroeder, S. (2018). Taking the long view: Cultivating historical thinking in elementary teacher education. The New Educator, 14(1), 5–23.

Dana, N., & Currin, E. (2017). Inquiry for equity: Exploring the impact of practitioner research. Journal of Practitioner Research, 2(2), Article 1.

Currin, E. (2015). Do not go gentle into practitioner inquiry. LEARNing Landscapes, 8(2), 157–160.

Challenge the conventional. Create the exceptional. No Limits.