Subini Ancy Annamma
Associate Professor of Education
Graduate School of Education
Bio
Prior to her doctoral studies, Subini Ancy Annamma was a special education teacher in both public schools and youth prisons. Currently, she is an Associate Professor in the Graduate School of Education at Stanford University. Her research critically examines the ways students are criminalized and resist that criminalization through the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact youth education trajectories in urban schools and youth prisons. Further, she positions students as knowledge generators, exploring how their narratives can inform teacher and special education. Dr. Annamma’s book, The Pedagogy of Pathologization (Routledge, 2018) focuses on the education trajectories of incarcerated disabled girls of color and has won the 2019 AESA Critic’s Choice Book Award & 2018 NWSA Alison Piepmeier Book Prize. Dr. Annamma is a past Ford Postdoctoral Fellow, AERA Division G Early Career Awardee, Critical Race Studies in Education Associate Emerging Scholar recipient, Western Social Science Association's Outstanding Emerging Scholar, and AERA Minority Dissertation Awardee. Dr. Annamma’s work has been published in scholarly journals such as Educational Researcher, Teachers College Record, Review of Research in Education, Teaching and Teacher Education, Theory Into Practice, Race Ethnicity and Education, Qualitative Inquiry, among others.
Administrative Appointments
-
Associate Professor, Stanford University (2019 - Present)
-
Assistant Professor, University of Kansas (2015 - 2019)
-
Postdoctoral Fellow, University of Denver (2014 - 2015)
-
Assistant Professor, Indiana University-Indianapolis (2013 - 2014)
Honors & Awards
-
Critics Choice Book Award, American Educational Studies Association (2019-2020)
-
Emerging Scholar Award, Critical Race Studies in Education Association (2019-2020)
-
Postdoctoral Fellowship Award, Ford Foundation (2018-2019)
-
Alison Piepmeier Book Prize, National Women’s Studies Association (2018-2019)
-
Division G Early Career Award, American Educational Research Association (AERA) (2017-2018)
-
Outstanding Emerging Scholar, Western Social Science Association (2017-2018)
-
Faculty Achievement Award for Promising Scholar, University of Kansas School of Education (2017-2018)
-
Outstanding Doctoral Candidate of 2013, University of Colorado Boulder (2012-2013)
-
AERA Dissertation Minority Fellowship in Education Research Award, American Educational Research Association (2012-2013)
-
Honorable Mention, Ford Foundation Dissertation Fellowship Award, University of Colorado, Boulder (2012-2013)
-
School of Education Fellowship, University of Colorado, Boulder (2008-2013)
-
Dual Endorsement-Special Education & English as A Second Language Fellowship, University of Colorado at Boulder (2006-2008)
Professional Education
-
Ph.D., University of Colorado Boulder, Educational Equity & Cultural Diversity, Social, Multicultural and Bilingual Foundations (2013)
-
M.A., University of Colorado Boulder, Dual Endorsement: Special Education & English as a Second Language (2008)
-
B.S, University of Wisconsin - Oshkosh, Special Education (2002)
Research Interests
-
Equity in Education
-
Race and Ethnicity
-
Special Education
2024-25 Courses
- Carceral Logics & Abolition in Education
EDUC 478 (Win) - Critical Race Theory in Education
CSRE 439, EDUC 439 (Aut) - Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified
LAW 809X (Win, Spr) - Re(positioning) Disability: Historical, Cultural, and Social Lenses
EDUC 144 (Spr) -
Independent Studies (4)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr)
- Directed Reading
-
Prior Year Courses
2022-23 Courses
- Carceral Logics & Abolition in Education
AFRICAAM 278, CSRE 378, EDUC 478 (Win) - Intersectional Justice in Education Policy and Practice
AFRICAAM 428, EDUC 428, FEMGEN 428 (Aut)
2021-22 Courses
- Critical Race Theory in Education
CSRE 439, EDUC 439 (Win) - Re(positioning) Disability: Historical, Cultural, and Social Lenses
AFRICAAM 244, CSRE 143, EDUC 144, PEDS 246D (Aut)
- Carceral Logics & Abolition in Education
Stanford Advisees
-
Doctoral Dissertation Co-Advisor (AC)
Ruben Gonzalez, Alexandros Orphanides -
Doctoral (Program)
Sophie D'Souza, Ruben Gonzalez, Alexandros Orphanides, Estefania Rodriguez Sanchez, Kia Turner
All Publications
-
"When You Carry a Lot": The Forgotten Spaces of Youth Prison Schooling for Incarcerated Disabled Girls of Color
TEACHERS COLLEGE RECORD
2023; 125 (5): 95-113
View details for DOI 10.1177/01614681231181816
View details for Web of Science ID 001026991200012
-
Beyond Making a Statement: An Intersectional Framing of the Power and Possibilities of Positioning
EDUCATIONAL RESEARCHER
2023
View details for DOI 10.3102/0013189X231167149
View details for Web of Science ID 000973392800001
-
“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis
American Educational Research Journal
2023
View details for DOI 10.3102/00028312231198236
-
Performing color-evasiveness: A DisCrit analysis of educators? discourse in the U.S
TEACHING AND TEACHER EDUCATION
2022; 117
View details for DOI 10.1016/j.tate.2022.103761
View details for Web of Science ID 000809662900005
-
Sharpening Justice Through DisCrit: A Contrapuntal Analysis of Education
EDUCATIONAL RESEARCHER
2020
View details for DOI 10.3102/0013189X20953838
View details for Web of Science ID 000565604500001
-
Animating Discipline Disparities Through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions
TEACHERS COLLEGE RECORD
2020; 122 (5)
View details for Web of Science ID 000568364800012
-
Solidarity Incarcerated: Building Authentic Relationships With Girls of Color in Youth Prisons
TEACHERS COLLEGE RECORD
2022; 124 (7): 174-200
View details for DOI 10.1177/01614681221111458
View details for Web of Science ID 000827028800008
-
Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education
TEACHERS COLLEGE RECORD
2022; 124 (7): 3-16
View details for DOI 10.1177/01614681221111427
View details for Web of Science ID 000827028800001
-
Black families' resistance to deficit positioning: addressing the paradox of black parent involvement
RACE ETHNICITY AND EDUCATION
2021; 24 (5): 637-653
View details for DOI 10.1080/13613324.2021.1918403
View details for Web of Science ID 000683579200004
-
From the Personal to the Global: Engaging with and Enacting DisCrit Theory Across Multiple Spaces
RACE ETHNICITY AND EDUCATION
2021; 24 (5): 597-606
View details for DOI 10.1080/13613324.2021.1918400
View details for Web of Science ID 000683579200001
-
Challenging the Ideology of Normal in Schools
ELLEN A. BRANTLINGER: WHEN MEANING FALTERS AND WORDS FAIL, IDEOLOGY MATTERS
2020; 43: 80-101
View details for DOI 10.1163/9789004402690_006
View details for Web of Science ID 000628807500007
-
DisCrit solidarity as curriculum studies and transformative praxis
CURRICULUM INQUIRY
2019; 49 (4): 442–63
View details for DOI 10.1080/03626784.2019.1665456
View details for Web of Science ID 000489177500006
-
Transforming Our Mission: Animating Teacher Education through Intersectional Justice
THEORY INTO PRACTICE
2019
View details for DOI 10.1080/00405841.2019.1626618
View details for Web of Science ID 000479641400001
-
Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied
URBAN EDUCATION
2019; 54 (2): 211–42
View details for DOI 10.1177/0042085916646610
View details for Web of Science ID 000459554500003
-
DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies
TEACHING AND TEACHER EDUCATION
2018; 73: 70–80
View details for DOI 10.1016/j.tate.2018.03.008
View details for Web of Science ID 000432500900007
-
Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom
EQUITY & EXCELLENCE IN EDUCATION
2018; 51 (2): 114–31
View details for DOI 10.1080/10665684.2018.1496047
View details for Web of Science ID 000471781900002
-
Mapping Consequential Geographies in the Carceral State: Education Journey Mapping as a Qualitative Method With Girls of Color With Dis/abilities
QUALITATIVE INQUIRY
2018; 24 (1): 20–34
View details for DOI 10.1177/1077800417728962
View details for Web of Science ID 000417873500003
-
Disability Critical Race Theory: Exploring the Intersectional Lineage, Emergence, and Potential Futures of DisCrit in Education
REVIEW OF RESEARCH IN EDUCATION, VOL 42: THE CHALLENGES AND POSSIBILITIES OF INTERSECTIONALITY IN EDUCATION RESEARCH
2018; 42: 46–71
View details for DOI 10.3102/0091732X18759041
View details for Web of Science ID 000432395800004
-
Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society
RACE ETHNICITY AND EDUCATION
2017; 20 (2): 147–62
View details for DOI 10.1080/13613324.2016.1248837
View details for Web of Science ID 000392398200001
-
Not enough: critiques of Devos and expansive notions of justice
INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION
2017; 30 (10): 1047–52
View details for DOI 10.1080/09518398.2017.1312608
View details for Web of Science ID 000416686600023
-
Disrupting the carceral state through education journey mapping
INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION
2016; 29 (9): 1210–30
View details for DOI 10.1080/09518398.2016.1214297
View details for Web of Science ID 000386395200010
-
The efficacy of Collaborative Strategic Reading in middle school science and social studies classes
READING AND WRITING
2015; 28 (9): 1257–83
View details for DOI 10.1007/s11145-015-9570-3
View details for Web of Science ID 000361627900001
-
Disproportionality Fills in the Gaps: Connections Between Achievement, Discipline, and Special Education in the School-to-Prison Pipeline
BERKELEY REVIEW OF EDUCATION
2014; 5 (1): 53–87
View details for DOI 10.5070/B85110003
View details for Web of Science ID 000447957900004