Diana D’Amico Pawlewicz, Ph.D., a historian of education and social policy, is an assistant professor in the Educational Foundations and Research Program at the University of North Dakota supported by the Elnora Danley Professorship. Dr. D’Amico Pawlewicz’s research explores school policy as social policy and centers on fundamental questions around equity, race, power, and the role of institutions in creating or disrupting inequality. Dr. D’Amico Pawlewicz strives to construct her historical scholarship upon an interdisciplinary foundation that draws upon sociology, economics, gender studies, and critical race theory. Through her scholarship and teaching, Dr. D’Amico Pawlewicz envisions herself as a bridge builder connecting (1) history to disciplines across the university, (2) the past to the present, and (3) the university to the public. Specifically, Dr. D’Amico Pawlewicz’s research explores the history of the public school workforce and the creation and maintenance of racialized ideas, policies, and practices. Her work has appeared in the Washington Post, History of Education Quarterly, Harvard Educational Review, Labor: Studies in Working Class History, American Educational Research Journal, and several other outlets.
Dr. D’Amico Pawlewicz’s first book, Blaming Teachers: Professionalization Policies and the Failure of Reform in American History, will be out in August of 2020 and is available for pre-order here. She is also editing a volume entitled Walkout: Teacher Militancy, Activism, and School Reform to be published by IAP and conducting research for her third book, tentatively titled Pathologizing Blackness: The National Teacher Corps, Federal Education Policy, and the Politics of Race and Achievement.
Dr. D’Amico Pawlewicz earned her Ph.D. from New York University where she was a Spencer Dissertation Fellow and received the Politics of Education Association’s Outstanding Dissertation Award. After earning her degree, she spent a post-doctoral year as a visiting assistant professor at Brown University. Before arriving at UND, Dr. D’Amico Pawlewicz was assistant professor at George Mason University where she served as Professor-in-Charge of the Education Policy Doctoral Specialization and was named a University Teacher of Distinction.
-History of Education and Social Policy
-School Reform and Education Policy
-Teacher Unions, Preparation, and Policy
-Race, Equity, and Social Justice
D’Amico Pawlewicz, D. (forthcoming). Blaming teachers: Professionalization policies and the failure of reform in American history. (Rutgers University Press).
D’Amico Pawlewicz, D. & View, J. (forthcoming). “Fractured consensus: Social justice and teacher professionalism in the U.S. in historical perspective,” in Handbook on promoting
social justice in education. Springer.
D’Amico Pawlewicz, D., Hosford, D., & Guiden, A.* (forthcoming). “In search of Black teachers: The irony of recruitment and hiring policies post-Brown,” in AERA Handbook
on Teachers of Color.
D’Amico Pawlewicz, D., Guiden, A.* (forthcoming). “Teachers and the development of profession,” in International handbook of historical studies in education: Debates, tensions and direction. Springer.
D’Amico, D. (2019, January). Teacher strikes can’t fix the core problems with our schools. Washington Post.
Horsford, S. D., Stovall, D., Hopson, R., & D'Amico, D. (2019). (Eds.) School leadership for the public good: Reclaiming community, advocacy, and justice. Leadership and Policy in Schools.
D’Amico, D. (2017). An uneasy union: Women teachers, organized labor and the contested ideology of profession during the Progressive Era. Labor: Studies in Working-Class
History of the Americas, 14(3), 35-54.
D’Amico, D., Pawlewicz, R., Earley, P., McGeehan, A.* (2017). Where are all the Black teachers?: Discrimination in the education labor market. Harvard Educational
Review, 87(1), 26-49.
D’Amico, D. (2016). Teachers’ rights versus students’ rights: Race and professional authority in the New York City public schools, 1960-1986. American Educational Research Journal, 53(3), 541-573.
D’Amico, D. (2015). “An old order is passing”: The rise of applied learning in university-based teacher education during the Great Depression. History of Education Quarterly, 55(3), 319-345.
Horsford, S., & D’Amico, D. (2015). The past as more than prologue: A call for historical research. International Journal of Educational Management, 29(7), 863-873.
D’Amico, D. (2014). The myth of teacher tenure. Teachers College Record.
Manuscripts in Progress
D’Amico Pawlewicz, D., ed. (Book Manuscript in preparation). Walkout: Teacher militancy, activism, and school reform. (IAP).
D’Amico Pawlewicz, D. (Book Manuscript in preparation). Pathologizing Blackness: The National Teacher Corps, federal education policy, and the politics of race and
D’Amico Pawlewicz, D., Horsford, S.D., Lester, D., Miller, J.* (in preparation). “‘We intend to agitate’: The fight for Black teachers for Black children in Baltimore, 1870-1910.”
D’Amico Pawlewicz, D., Davis, E., Davis, K.* (in preparation). “The Reification of Racial Inequality: A History of Black-White Achievement Gap Research.”
PhD, History of Education, New York University, 2010
MA, History & Education, Teachers College, Columbia University, 2004
BA, History, Franklin and Marshall College, 2001