微密圈

Maddie Neufeld

Visiting Assistant Professor of Education Studies

Office: Palamountain Hall 218
Email: mneufeld@skidmore.edu

Education:

• EdD, Curriculum & Teaching, Teachers College, Columbia University
• MA, Secondary Inclusive Education, Teachers College, Columbia University
• BA, American Studies, Wesleyan University

 

Maddie Neufeld is a visiting assistant professor at 微密圈 College, where she focuses on what it means to teach inclusively. Before coming to 微密圈, Maddie was an instructor in the Elementary Inclusive Education program at Teachers College, Columbia University. She received her doctorate from Teachers College, Columbia University in Curriculum & Teaching. Her research centers on the ways that whiteness and ableism haunt teaching; inclusive education; teacher education for inclusive education; and post qualitative methodologies. Her dissertation won 鈥淭he Outstanding Qualitative Research Dissertation Award鈥� from the AERA Qualitative Research Special Interest Group. Maddie grew up in New York City and is a former NYCPS special education teacher. She is committed to sustaining teachers and teaching rooted in practices of freedom.

Research interests:

• Inclusive Education; Teacher Education for Inclusive Education
• Critical Disability Studies
• DisCrit; Critical Special Education
• Whiteness and Teaching
• Culturally Responsive and Sustaining Education
• Abolitionist Teaching
• Black Studies
• Affect Studies
• Critical Posthumanism
• Hauntology
• Post-qualitative Inquiry
• Poetic Inquiry

Peer-reviewed articles:

• Neufeld, M., Najib, A. & Naraian, S. (2025). Refusal as a practice of teaching inclusively. Pedagogy, Culture & Society, 34(2), 305-323.
• Neufeld, M. & Naraian, S. (2024). Getting lost with artifacts in teacher inquiry. Qualitative Research, 25(6), 1216-1234.
• Naraian, S. Neufeld, M. & Bae, Y. (2024). Feeling inclusion: Becoming-with in narrative inquiry with an inclusive educator. Turning Toward Being: The Journal of Ontological Inquiry in Education, 2(1), 6.
• Neufeld, M. (2021). Dreaming in crisis. Prospects Comparative Journal of Curriculum, Learning and Assessment, 51(1-3), 1-10. 

Book chapters:

• Neufeld, M. & Lesko, N. (2026). Haunted teaching time: Ghostly residue in the after hours. In R. Laursen & M. Madsen (Eds.), Governing Education Through Teaching and Learning Time. Springer.
• Newhouse, K. & Neufeld, M. (2025). Tangled threads and sideways ruptures: What we learned, what we already knew about disability, the pandemic, and schooling. In C. B. Powers & N. Lawton-Stickler (Eds.), Uncovering Possible: Pedagogies for Apocalyptic Times. Vernon Press.
• Neufeld, M. (2025). Making sense through letter writing. In J. R. Wolgemuth, K. Guyotte & S. Shelton (Eds.), Expanding Approaches to Thematic Analysis: Creative Engagements with Qualitative Data! (pp. 121-123). Taylor & Francis.

Recent conference presentations:

• 鈥淎ffective Cunning: Curriculum with/in Relational Networks of Gender, Knowledge, and Violence," American Education Research Association, Denver, CO, April 2025.
• 鈥淪peculating into the Hauntings of Whiteness in Teaching Through Shadow Poems,鈥� American Education Research Association, Denver, CO, April 2025.
• 鈥淩efusal as a Praxis of Teaching Inclusively,鈥� American Education Research Association, Philadelphia, PA, April 2024.
• 鈥淭ravel(ing) Tales of Teaching-Learning: Speculative practices for thinking/writing-with," American Education Research Association, Philadelphia, PA, April 2024.
• 鈥淩emembering to feel: Teaching and narrating without boundaries鈥� American Educational Studies Association, Louisville, KY, November 2023.
• 鈥淒esigning Equitable and Inclusive Learning Experiences: Exploring UDL and CRSE Framework鈥� Reimagining Education Summer Institute, Teachers College, Columbia University, New York, NY, July 2023.