Emily Howe

I decided to pursue a PhD based on my experiences teaching high school in the NYC public schools for five years. Though I was frequently inspired in working with my students and colleagues, working within the bureaucracy of the NYC Department of Education led me to skeptical of education policy and frustated with the systemic inequality in educational institutions (and American society more broadly). I wanted to better understand the economic, political, and social complexity of educational institutions and how it affects the people within it. 

My research interests generally fall at the intersection of education and philosophy (especially ethics) and in bridging the gap between educational research and teacher practice. 

I am currently working on three independent projects. One is attempting to demonstrate how epistemic injustice is a useful concept for teachers to incorporate into their pedagogical practice. Another explores how ELA teachers coordinate between epistemological, ethical, and policy motivations when making instructional decisions about text-based writing. The third is developing more theory and practical wisdom around argument writing rubrics by utilizing concepts from learning science.

Prior to coming to Pittsburgh, I received a BA in Environmental Studies and Philosophy from the University of Chicago and a M.S.Ed. from Long Island University Brooklyn through a partnership with the NYC Teaching Fellows.