Dr. Gail L. Boldt

Dr. Gail L. Boldt
Phone: 8148650655
Office Address:
164B Chambers Building
University Park, PA 16802
Campus: University Park

Title

Professor of Education (Language & Literacy Education)

Department

Curriculum and Instruction

Programs

Childhood and Early Adolescent Education
Curriculum and Instruction: English Language Arts Education
Curriculum and Instruction: Language, Culture and Society

Other Penn State Affiliations

Affiliate Faculty, Women's, Gender and Sexuality Studies

Biography

Dr. Boldt is a Professor teaching graduate seminars in theory and philosophy as they relate to contemporary issues in education. At the undergraduate level, she works in the Elementary and Early Childhood program, teaching literacy methods classes for pre-k - 4th grade pre-service teachers. She is an affiliated faculty member in Women's, Gender and Sexuality Studies. Dr. Boldt is the editor-in-chief of the Bank Street Occasional Paper Series. She is also a psychoanalytically-oriented psychotherapist doing play therapy with children in a community mental health setting. For the past ten years, Dr. Boldt has led a campus reading group with faculty and graduate students from across the campus reading Deleuzo-Guattarian, post-human, and new feminist materialist theories. 

Dr. Boldt defines herself as a curriculum theorist with interests in literacies, elementary and early childhood education, identity (including gender, sexuality, class, and race) and post-identity, childhood studies, cultural studies, and disability studies. She works primarily with narrative research, drawing analytic lenses from Deleuzo-Guattarian, post-structural, and psychoanalytic theories. She holds a Ph.D. from the University of Hawai’i in Teacher Education and Curriculum Studies, where her advisor was the educational anthropologist Joseph Tobin. Her cognate study was in cultural studies with particular emphasis on post-colonial and feminist work. In literacy, she worked with Diane Stephens. Prior to her Ph.D., she was an elementary school teacher in Honolulu. She has her teaching certification from Mills College in Oakland, California, as well as a M.T.S. from the Divinity School at Harvard University and an M.Ed in Counseling from Penn State.

Before coming to Penn State, Dr. Boldt  was an assistant and associate professor in the Language, Literacy and Culture Program at the University of Iowa. She spent a year as a visiting scholar at the Chicago Psychoanalytic Institute and completed a post-graduate program at the Washington Center for Psychoanalysis called New Directions in Psychoanalytic Thinking. She has worked in the infant and young child program at the Washington School for Psychiatry and was a research fellow at the Anna Freud Center at the Yale Child Study Center.

Dr. Boldt's current research draws from her clinical psychotherapy work and combines Deleuzo-Guattarian theory with contemporary relational psychoanalysis to theorize how learning and change occur through affective experiences that do not privilege speech or even conscious awareness. She uses this to theorize ways to think about and work with the affective worlds of children and teachers in schools. Dr. Boldt writes collaboratively with Kevin Leander (Vanderbilt University) to consider school literacies from a Deleuzo-Guattarian perspective. She also collaborates with Joe Valente (Penn State University) to research models of inclusive early childhood education in French preschools that look to Guattari’s work with schizoanalysis as a model of practice. She is the editor of the Oxford University bibliography of psychoanalysis in childhood studies. 

Areas of Expertise

Age Levels

Childhood
Early Childhood

Curriculum Areas

Curriculum Issues
Early Childhood Ed
Language, Culture, and Society Ed
Language/Literacy Ed
Reading

Education Levels

Early Childhood
Primary/Elementary

Education Types

Public Ed

Educational Studies

Critical & Feminist Theory
Cultural Studies
Educational Theory
Media Studies
Philosophy

Individual Difference

Emotion
Gender
Identity
Learning Processes
Motivation
Sexual Orientation

Learning

Curriculum
Equity and Diversity
Media Literacy/Education

Methodological Research

Qualitative Research

Social Issues

Discrimination
Race and Ethnicity
Social Issues

Teacher Preparation

Pre-service Teachers

Courses Taught

CI 528 Theories of Identity

CI529 Foucault and Education

CI560 History of Childhood

CI597 Judith Butler and Education

LLED590 Colloquium in Language, Culture, and Society

LLED400 Methods of Elementary Reading

LLED401 Methods of Elementary Writing

 

Education History

Ph.D. The University of Hawai'i at Manoa Teaching Certification, Mills College Masters of Theological Studies, Harvard University Psychology, Trinity College

Representative Publications

Boldt, G. (Forthcoming). Staying in the Room: Notes from the Clinic and the Classroom. For Lesko, N., B. Dernikos and S. McCall (Eds). The Affect Theory in Education Reader.

Boldt, G. (Forthcoming). Staying in the room: Affective flows in the clinic and classroom. In Leander, K. and C. Ehret (Eds.). Affect in Literacy Learning and Teaching: Pedagogies, Politics, and Coming to Know. New York: Routledge.

Leander, K and Boldt. G. (2018). Design, Desire, Difference. Theory Into Practice 57:2937

Boldt, G. and Leander, K. (2017). Becoming through “the break”: A post-human account of a child’s play. Journal of Early Childhood Literacy, 17(3), 409-425. 

Valente, J. and Boldt, G. (2016). The curious case of the deaf and contested landscapes of bilingual education. Equity and Excellence in Education. 

Boldt, G. and Valente, J. (2016). L’école Gulliver and La Borde: A Ethnographic account of collectivist integration and institutional psychotherapy. Curriculum Inquiry, 46(3), 321-341. 

Boldt, G. (2015).  Psychoanalysis. Oxford Bibliography of Childhood Studies, Oxford, UK: Oxford University Press.

Boldt, G., Lewis, C. and Leander, K. (2015). Moving, feeling, desiring, teaching.  Research in the Teaching of English, 49(4), 430-441. 

Valente, J. and Boldt, G. (2015). The rhizome of the deaf child.  Qualitative Inquiry, 21 562-574. 

Leander, K., & Boldt, G. (2013). Rereading “A pedagogy of multiliteracies”: Bodies, texts, and emergence. Journal of Literacy Research, 45(1), 22-46.

Boldt, G. (2009). Kyle and the basilisk: Understanding children’s writing as play. Language Arts, 87(1), 9-17.

Boldt, G. (2009). Theorizing passionate love in reading: A social-psychoanalytic theory. Pedagogies: An International Journal, 4, 246-265.

Salvio, P., & Boldt, G. (2009). ‘A democracy tempered by the rate of exchange’: Audit culture and the sell-out of progressive writing curriculum. English in Education, 43(2), 113-128.

Boldt, G. (2006). Resistance, loss and love in learning to read: A psychoanalytic inquiry. Research into the Teaching of English, 40(3), 272-309.

Boldt, G. and Salvio, P. (Editors). (2006). Love's return: Psychoanalytic essays on childhood, teaching and learning. New York: Routledge.