469 C DeVos
Phone: (616) 331-6736
Patterson, N. & Perhamus, L. (In press). The rubricization of teacherhood and studenthood: Intertextuality, identity, and the standardization of self. In Masko, A. & J. Flynn (Eds.) A Rubric Nation: A Reader on the History, Utility, and Impact of Rubrics in Teacher Education.
Thornberg, R., Perhamus, L. & Charmaz, K. (2014). Grounded Theory. In Handbook of Research Methods in Early Childhood Education, Vol II. Information Age Publishing, Inc.: Charlottee, North Carolina.
Perhamus, L. & Levinson, N. (November, 2013). “State of the Field.” A special research session presented at the 2013 American Educational Studies Association. Baltimore, MD.
Perhamus, L. (December, 2010). “But your body would rather have this…” Conceptualizing health through kinesthetic experience. The International Journal of Qualitative Studies in Education 23 (7), pp. 843-866.
Lisa M. Perhamus is an Assistant Professor of the Foundations of Education and the Padnos/Sarosik Endowed Professor of Civil Discourse at Grand Valley State University. Her interdisciplinary work draws upon critical pedagogy; the sociology of education; political sociology; postmodern theories of power; and feminist theories of the body. Her teaching interests include anti-oppression education; the sociology of urban education; kinesthetic experiences of schooling; and issues of race, class, gender and sexuality in education. Her qualitative research asks questions about the human experiences of oppression across multiple contexts. She is particularly interested in how young children, their families and community members create emotional and material conditions of resiliency.