Quick Search:




Alice Harnischfeger

Alice Harnischfeger

Visiting Associate Professor
Teaching & Curriculum
LeChase Hall 476
(585) 275-3010
aharnischfeger@warner.rochester.edu
 
Education:
PhD, University of Rochester (teaching & curriculum)
MS, Nazareth College (special education)
BA, The College at Brockport, State University of New York (educational & developmental psychology)


Alice Harnischfeger teaches in and directs the disability/inclusion program at the Warner School. She is passionate about influencing pre-service and current teachers to develop practices that will help to maximize the educational success of diverse student populations. Following an extensive career in special education/inclusion and alternative education in 7-12 public schools, in the Rochester area, she joined the Warner School’s doctoral program to pursue her interest in exploring optimal means for improving the educational success and inclusivity for individuals with disabilities and other socially constructed differences. Today, she additionally aims to influence students of education to seek out, recognize, and work to eliminate the effects of stigmatization that typically accompany labels of difference. 
 
Harnischfeger’s research explores constructions of identity in lesser represented youth and adult populations. It especially centers on a critical analysis of the effects of school practices on non-dominant/non-conforming youth. She is committed to including the voice of participants, especially those of youth, in her work and to exploring the effect of stigmatization over time, as it is manifested in the course of longitudinal work. Before rejoining Warner in 2019, she served as a faculty member in a rural area college. Currently, she is interested in comparing place-connected and educational practice realizations from this recent contextual experience, from her multiple years of teaching in a suburban district, and from ongoing urban education explorations to further understandings of socially constructed differences and best inclusive practice.
 
Harnischfeger, A. M.(2018). Thoughts from the margins: A five-year longitudinal exploration with former alternative education youth. The Qualitative Report, 23(4), 801-822. 

Ares, N, Evans, D. & Harnischfeger, A.M. (2018). Systemic constraints on students’ appropriation of reform oriented curriculum. Critical Questions in Education, 9(1), 1-21.
  
Harnischfeger, A. M.(2015). Identity construction in the margins: A case study involving non-conforming youth.The Qualitative Report, 20(8), 1141-1163. 
 
Daniels, E., Harnischfeger, A., & Hos, R. & Akom, A. (2009). Youth as active agents: Counter-narrating the source of reform. In N. Ares (Ed.), Youth-full productions: Cultural practices and constructions of content and social spaces, (pp. 17-46). New York, NY:  Peter Lang, Publishing, Inc.