Faculty and Staff Profiles

Dr. Alison Happel-Parkins
Assoc Professor, Counsel Education Psych Research
Email: aahappel@memphis.edu
Office Location: 303b Ball Hall
Office Hours: By appointment

Work Experience

  • Interim Chair, Department of Leadership - University of Memphis - 2023-Present
  • Associate Professor, Counseling, Educational Psychology and Research - University of Memphis - 2018-Present
  • Assistant Professor, Counseling, Educational Psychology and Research - University of Memphis - 2012-2018
  • Adjunct Assistant Professor, Department of Clinical Education - University of Southern California - 2012
  • Part-Time Instructor, Educational Policy Studies - Georgia State University - 2012
  • Undergraduate Instructor, Educational Policy Studies - Georgia State University - 2009-2011
Honors/Awards
  • Outstanding Book Award, Contributing Author, Educational Dimensions of School Lunch: Critical Perspectives. - Society of Professors of Education - 2019
  • Outstanding Book Award, Contributing Author, The Educational Significance of Human and Non-Human Animal Interactions: Blurring the Species Line. - Society of Professors of Education - 2017
  • Editor’s Choice, Featured Article - Women & Birth Journal - 2017
  • AESA Critics’ Choice Book Award, Contributing Author - American Educational Studies Association - 2016
  • Excellence in Service Award - College of Education, University of Memphis - 2015
  • Engaged Scholarship Travel Award Recipient - Engaged Scholarship Committee, University of Memphis - 2014
  • Outstanding Social Foundations Dissertation Award - Georgia State University - 2011

Teaching Experience

  • Interviewing and narrative approaches to research (Special Topics course) - University of Memphis
  • Introduction to Qualitative Methods in Education - University of Memphis
  • Designing Qualitative Research - University of Memphis
  • Qualitative Methods and Analysis - University of Memphis
  • Writing Up Qualitative Research - University of Memphis
  • Directed Readings - University of Memphis
  • Supervised Research - University of Memphis
  • Understanding Qualitative Methodology - University of Memphis
  • Dissertation Hours - University of Memphis

Support

  • Faculty Research Grant - College of Education - $6,000 - 2023-2024
  • Strengthening Communities Grant - Strengthening Communities Initiative - $18,000 - 2013-2014

Outreach

  • Collaborating Site - International Congress of Qualitative Inquiry - 2014-Present -  
  • Strengthening Community Gardens: An Iterative Evaluation Project for GrowMemphis - GrowMemphis - 2013-2014 - Strengthening Communities Grant
Service
  • University of Memphis - Chair, Paid Parental Leave Committee - 2022-Present
  • University of Memphis - Chair, CEPR T&P Committee - 2022
  • University of Memphis - Co-Chair, COE T&P Committee - 2022
  • University of Memphis - Advisory Board Member, Women+’s Mentorship Network - 2022-Present
  • University of Memphis - Co-Chair, University Engaged Scholarship Network - 2018-Present
  • University of Memphis - Member, Excellence in Engaged Scholarship Award Committee - 2019
  • University of Memphis - Member, Parental Leave and Family Friendly Policies Committee - 2017
  • University of Memphis - Member, Excellence in Engaged Scholarship Committee - 2016-2017
  • University of Memphis - Chair, Engaged Scholarship Research Grant Committee - 2016
  • University of Memphis - Dissertation Committee Chair or Co-Chair - 2 Students
  • University of Memphis - Methodologist, Dissertation Committee - 6 Students
  • University of Memphis - Library Liaison - 2013-Present
  • University of Memphis - Co-Facilitator, Qualitative Inquiry Circle (QUIC) - 2012-Present
  • Eastern Michigan University - Invited Participant, International Forum on EcoJustice Education and Activism - 2014
  • University of Memphis - Engaged Scholarship Committee - 2012-Present
  • University of Memphis - Review Committee, Engaged Scholarship Travel Award Fund - 2014
  • University of Memphis - Co-Creator, Graduate Certificate of Qualitative Research in Education - 2013
  • Issues in Teacher Education Journal - Guest Co-Editor, Special Issue: Ecocritical Scholarship Toward Social Justice and Sustainability in Teacher Education - 2017
  • Southeast Philosophy of Education Society (SEPES) - President - 2016-2017
  • American Educational Studies Association (AESA) - Co-Leader, Review Team for the EcoJustice Education SIG - 2016
  • Southeast Philosophy of Education Society (SEPES) - Vice President - 2015-2016
  • Southeast Philosophy of Education Society (SEPES) Conference - Program Coordinator - 2014-2015
  • The SoJo Journal: Educational Foundations and Social Justice Education - Editorial Board - 2014-Present
  • Educational Studies - Editorial Board - 2012-2016
  • The Journal of Educational Foundations - Manuscript Reviewer - 2014-Present
  • Critical Questions in Education - Manuscript Reviewer - 2014-Present
  • Educational Studies - Manuscript Reviewer - 2010-Present
  • Taylor & Francis, Educational Studies Journal - Member, Best Paper Committee - 2012-2016
  • The Journal of Educational Foundations - Reviewer - 2014-Present
  • International Forum on EcoJustice Education and Activism - Invited Participant - 2014
  • Leisure Sciences - Manuscript Reviewer - 2012-Present
Books Published
  • Lupinacci, J., Edwards-Schuth, B., Happel-Parkins, A., & Turner, R. (2023). Ecocritical pedagogies and curriculum. International Encyclopedia of Education (4th ed). Elsevier.

  • Lupinacci, J., Happel-Parkins, A., & Turner, R. (Eds.). (2023). Ecocritical Perspectives in Teacher Education. Boston, MA: Brill Publishers.

  • Lupinacci, J., Happel-Parkins, A., & Turner, R. (2019). Introducing Ecocritical Pedagogies for Education. In K. Strom (Ed.) International Encyclopedia of Teacher Education.
  • Lupinacci, J. & Happel-Parkins, A. (2018). Food for a Common(s) Curriculum: Learning to Recognize and Resist Food enclosures. In S. Rice & A.G. Rudd (Eds.) Educational Dimensions of School Lunch: Critical Perspectives. New York, NY: Palgrave.
  • Happel-Parkins, A. Midwifery. (2016). In N. Naples (Ed.), Wiley-Blackwell encyclopedia of gender & sexuality studies. Hoboken, New Jersey: Wiley-Blackwell.
  • Happel, A. (2016). Performances of Pronouns: Using Feminist Post-Structuralism to Explore the Social Construction of Gender. In K. Haltinner & R. Pilgeram (Eds.), Teaching Gender and Sex in Contemporary America. New York: Springer Press.
  • Happel, A. (2016). Midwifery. In N. Naples (Ed.), Wiley-Blackwell Encyclopedia of Gender & Sexuality Studies. Hoboken, New Jersey: Wiley-Blackwell.
  • Lupinacci, J. & Happel-Parkins, A. (2016). Ecocritical foundations: Toward Social Justice and Sustainability. In J. Diem (Ed.), The Social and Cultural Foundations of Education: A Reader for the 21st Century, pp. 34-56. San Diego, CA: Cognella Academic Publishing.
  • Lupinacci, J. & Happel-Parkins, A. (2016). (Un)Learning Anthropocentrism: An EcoJustice Framework for Teaching to Resist Human-Supremacy in Schools. In S. Rice & A.G. Rud (Eds.), Animals and Education. New York: Palgrave MacMillan.
  • Lupinacci, J & Happel, A. (2015). Recognize, Resist, & Reconstitute: An EcoJustice Response to Neoliberalism. In M. Abendroth & B. Porfilio (Eds.), Schools Against the Neoliberal Rule. Charlotte, NC: Information Age Publishing.
  • Happel, A. & Atkinson, B. (2013). Education's Handmaids?: The Role of the Teacher in the Age of Accountability. In J. Heybach & E. Sheffield (Eds.), Dystopia and Education: Insights for Theory, Praxis, and Policy. North Carolina: New Age Information Publishing.
  • Happel, A. (2013). The Personal is Political: Feminist Resistance to Neoliberalism within the Academy. In E. A. Daniels & B. J. Porfilio (Eds.), Dangerous Counterstories in the Corporate Academy: Narrating for Understanding, Solidarity, Resistance, and Community in the Age of Neoliberalism. North Carolina: New Age Information Publishing.
  • Esposito, J. & Happel, A. (2012). Oprah and Obama Made It, Why Can't Everyone Else?: Utilizing Intersectional Pedagogy to Challenge Post-Racial Ideologies Within the Higher Education Classroom. In C. Banks & S. Pliner (Eds.), Teaching, Learning, and Intersecting Identities in Higher Education. New York: Peter Lang Publishers.
Journal Articles
  • Happel-Parkins, A., Azim, K. A., Neal, M., Gnanadass, E., & Barnes, K. (In press). Stories from the pressure cooker: U.S. women navigating motherhood and work in the COVID-19    pandemic.  American Journal of Qualitative Research.

  • Azim, K. A., Happel-Parkins, A, Moses, A., & Haardoerfer, R. (2023). Racialized differences across experiences and measurements of pain in GPPPD. Submitted to the Journal of Sexual Medicine.

  • Eyers, R., Hunter, W., Happel-Parkins, A, Williamson, R., & Casey, L. (2022). Important Conversations: Exploring Parental Experiences in Providing Sexuality Education for Their Children with Intellectual Disabilities. Exceptional Children.
  • Gnanadass, E. & Happel-Parkins, A. (2021) A COVID Conversation: Two Academic Mamas Discuss their Balancing Acts. American Educational History Journal.
  • Azim, K. A., Happel-Parkins, A, Moses, A., & Haardoerfer, R. (2021). Exploring Relationships Between Genito-Pelvic Pain/Penetration Disorder, Sex Guilt, and Religiosity Among College Women in the U.S. Journal of Sexual Medicine.
  • Azim, K. A., Happel-Parkins, A., & Moses, A. (2020). Epistles of Dyspareunia: Storying Christian Women’s Experiences of Painful Sex. Culture, Health, & Sexuality. DOI: 10.1080/13691058.2020.1718759
  • Happel-Parkins, A., Azim, K. A., & Moses, A. (2020). “I Just Beared Through It”: Southern U.S. Christian Women’s Experiences of Chronic Dyspareunia. Journal of Women’s Health Physical Therapy, 44(2), 72-86.
  • Stitt, R. & Happel-Parkins, A. (2019). “Sounds Like Something a White Man Should Be Doing:” The Lived Experiences of African American Women Engineering Students. The Journal of Negro Education, 88(1), 62-74.
  • Azim, Katharina A. & Happel-Parkins, A. (2019). Veiled Aggression: Saudi Women International Students’ Experiences of Microaggression in the United States. International Journal of Qualitative Studies in Education, DOI: 10.1080/09518398.2018.1522010
  • Happel-Parkins, A. & Esposito, J. (2018). “Would You Wear That to Church?!”: The Production of ‘Ladies’ in an All Girls’ After-School Club Located in the Southeast United States. Urban Education. doi.org/10.1177/0042085918802614
  • Lupinacci, J., Happel-Parkins, A., & Ward Lupinacci, M. (2018). Ecocritical Contestations with Neoliberalism: Teaching to (Un)learn “Normalcy.” Policy Futures in Education, 16(6), 652-668.
  • Lupinacci, J., Happel-Parkins, A., & Turner, R. (2018). Introduction: Ecocritical Scholarship Toward Social Justice and Sustainability Teacher Education. Issues in Teacher Education, 27(2), 3-16.
  • Happel-Parkins, A. & Azim, K. (2017). Thinking Birth Differently: Three Theoretical Explorations of Natural Childbirth Narratives. Departures in Critical Qualitative Research, 6(4), 23-46.
  • Lupinacci, J. & Happel-Parkins, A. (2017) Ecocritically (Re)considering STEM: Integrated Ecological Inquiry in Teacher Education. Issues in Teacher Education, 26(3), 52-64.
  • Happel-Parkins, A. & Azim, K. A. (2017). She Said, She Said: Interruptive Narratives of Actualized and Desired Childbirth Experiences. Forum: Qualitative Social Research, 18(2).
  • Happel-Parkins, A. & Azim, Katharina A. (2016). At Pains to Consent: A Narrative Inquiry into Women's Attempts of Natural Childbirth. Women and Birth, 29, 310-320.
  • Nordstrom, S. & Happel, A. (2016). Methodological Drag: Subversive Performances of Qualitative Methodologist and Pedagogical Practices. Qualitative Inquiry, 22(2), 149-153.
  • Happel, A. & Esposito, J. (2015). Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related to Bullying. Educational Studies, 51(1), 3-16.
  • Lupinacci, J. & Happel-Parkins, A. (2015). Recognize, Resist, and Reconstitute: An Ecocritical Conceptual Framework. The SoJo Journal: Educational Foundations and Social Justice Education, 1(1): 45-62
  • Esposito, J & Happel, A. (2015). “You Have to Hold Your Own”: Investigating the Social Networks of a Diverse Group of Disenfranchised Urban Male Youth. The Urban Review, 47(3), 541-562.
  • Happel, A. & Esposito, J. (2013). Pageant Trouble: An Exploration of Gender Transgression in Little Miss Sunshine. Gender Forum: 46.
  • Happel, A.  (2013). Ritualized Girling: School Uniforms and the Compulsory Performance of Gender.  Journal of Gender Studies, 22(1), 1-5.
  • Happel, A. (2011). A Review of "Granito de Arena/Grain of Sand." Educational Studies, 47(2), 208- 210.
  • Happel, A. & Esposito, J. (2010). Vampires, Vixens, and Feminists: An Analysis of Twilight. Educational Studies, 46(5), 524-531.
Presentations
  • Happel-Parkins, A. & Azim, K. Unpacking Genital Baggage: Exploring pelvic floor embodiments of harmful cultural ideologies. Paper presented at the annual National Women’s Studies Association conference, Baltimore, MD, November 2023.
  • Coleman-King, C., Happel-Parkins, A., & Greene-Rooks, J. Staging a coup with radical feminist flexibility. Paper presented at the annual National Women’s Studies Association conference, Baltimore, MD, November 2023.
  • Ayers, K., Happel-Parkins, A., & Mohorn-Mintah, O. “I wanted to grow up to be a white man”: Disrupting ideas about who can be a scientist. Poster presented at the annual International Conference for Cancer Education, October 2023.
  • Lupinacci, J. & Happel-Parkins, A. A Critical Scrutiny of “Truth”: An Eco-Critical Interrogation Toward a Multi-Species Equity Framework. Paper presented at the annual American Educational Research Association conference, April 2023

  • Happel-Parkins, A. & Lupinacci, J. (Re)Imagining Activist Teaching: Ecocritical Examples from Diverse Contexts. Paper presented at the annual Southeast Philosophy of Education Society   conference, February 2023.

  • Happel-Parkins, A. & Lupinacci, J. A Pandemic-Informed Critical Post-Humanist Approach for Human and More-Than-Human Justice and Liberation. Paper presented at the American Educational Research Association conference. April 2022.
  • Lupinacci, J. & Happel-Parkins, A. Taming the EdD Cthulhu: The educational doctorate for a liberatory praxis? Paper presented at the American Educational Research Association conference. April 2022.
  • Amos, A. & Happel-Parkins, A. Methodology as Ancestor Work: Decolonizing Dissertation through Autohistoria-téoria and Endarkened Feminism. Paper accepted for the National Multicultural Conference and Summit conference. January 2022.
  • Happel-Parkins, A. & Lupinacci, J. A Pandemic-Informed Critical Posthumanist Approach for Human and More-Than-Human Justice and Liberation. Paper accepted for the American Educational Studies Association conference. November 2021.
  • Happel-Parkins, A. & Azim, K. A. “It’s supposed to hurt”: Painful sex, body politics, and Southern Christianities. Paper presented at the annual National Women’s Studies Association conference. November, 2019.
  • Lupinacci, J. & Happel-Parkins, A. (Re)Imagining Futures in Gylany: Esoteric Knowledges of Goddesses, Gaia, and Witches in Pre-enlightenment Europe. Paper presented at the annual American Educational Studies Association conference. November, 2019.
  • Lupinacci, J., Ward Lupinacci, M., & Happel-Parkins, A. Ableism and Individualism in Teacher Education: Ecocritical Teaching for Interrupting the “Norms” and “Standards” of PreK-12 Education. Paper presented at the annual American Educational Research Association conference. April, 2019.
  • Lupinacci, J., Ward Lupinacci, M., & Happel-Parkins, A. Contesting Neoliberalism in Teacher Education: Ecocritical Teaching for (Un)Learning “Normalcy.” Paper presented at the annual American Educational Research Association conference. April, 2019.
  • Happel-Parkins, A. The Earth’s Future?: Contestations, Complexities, and Tensions with Feminism(s) and Environmental Justice. Chair and participant in a working roundtable at the annual American Educational Research Association conference. April, 2019.
  • Lupinacci, J., & Happel-Parkins, A. The Ed.D. Cthulhu: The Educational Doctorate for a Different Global Order. Paper presented at the annual American Educational Studies Association conference. November, 2018.
  • Happel-Parkins, A. Invited Panel Discussant: Ecocritical Scholarship Toward a Different Global Order: Social Justice and Sustainability in Teacher Education. Panel at the annual American Educational Studies Association conference. November, 2018.
  • Happel-Parkins, A. & Lupinacci, J. “Where’s the Meat?”: Ethics, Schooling, and the Food Regimes of the Animal-Industrial Complex. Paper presented at the annual American Educational Research Association conference. April, 2018.
  • Azim, Katharina A. & Happel-Parkins, A. Veiled Aggression: Saudi Women International Students’ Experiences of Microcolonization in the United States. Paper presented at the annual American Educational Research Association conference. April, 2018.
  • Happel-Parkins, A. & Lupinacci, J. A Critical Posthumanist Approach for the Social Foundations of Education. Paper presented at the annual American Educational Studies Association conference. November, 2017.
  • Lupinacci, J., Happel-Parkins, A., & Ward Lupinacci, M. Ecocritical Contestations with Neoliberalism: Teaching to (Un)Learn “Normalcy.” Paper presented at the annual American Educational Studies Association conference. November, 2017.
  • Happel-Parkins, A., & Azim, K. Sufferable Intimacy: Dyspareunia at the Intersections of Gender, Sexuality, and Conservative Christianity. Paper presented at the annual International Congress of Qualitative Inquiry. May, 2017.
  • Azim, K. & Happel-Parkins, A. Aborted Stories: Enfleshed Narratives of Resistance From the Clinic. Paper presented at the annual International Congress of Qualitative Inquiry. May, 2017.
  • Lupinacci, J., & Happel-Parkins, A. Pedagogies of Resistance: Ecocritical Contestations to Colonization. Paper presented at the International Globalization, Diversity, and Education Conference, Spokane, WA, February, 2017.
  • Happel-Parkins, A. Ecocritical Education in the Anthropocene. Presidential Address given at the Southeast Philosophy of Education Society conference, Knoxville, TN, February, 2017.
  • McEntee, W. & Happel-Parkins, A. The Case for Qualitative Case Studies: Using Qualitative Case Study as Methodology in Marketing Research. Paper presented at the annual Society for Marketing Advances conference, Atlanta, GA, November, 2016.
  • Happel-Parkins, A. & Lupinacci, J. Eco-critical De(re)constructions and Re(con)figurations of STEM: A Critical Posthumanist Approach in Education Research. Paper presented at the annual American Educational Studies Association conference, Seattle, WA, November, 2016.
  • Happel-Parkins, A. & Azim, K. A. She Said, She Said: Interruptive Narratives of Actualized and Desired Childbirth Experiences. Paper presented at the annual International Congress of Qualitative Inquiry conference, Urbana-Champaign, IL, May, 2016.
  • Lupinacci, J. & Happel-Parkins, A. “Pedagogies of Resistance: Counternarratives to Colonization.” Paper presented at the American Educational Research Association’s annual conference, Washington DC, April, 2016.
  • Lupinacci, J. & Happel-Parkins, A. “Reclaiming Public Scholarship in Teacher Education: Ecological Learning for Educators in the 21st Century.” Paper presented at the American Educational Research Association’s annual conference, Washington DC, April, 2016.
  • Happel-Parkins, A. & Lupinacci, J. “Educating Teachers in the Age of the Anthropocene: 21st Century Learning for Social Justice and Sustainability.” Paper presented at the Southeast Philosophy of Education Society’s annual conference, Asheville, NC, February 5, 2016.
  • Happel-Parkins, A. & Bullock, E. “The Critical Educator’s Paradox: Performing Hope in the Midst of Despair.” Paper presented at the American Educational Studies Association’s annual conference, San Antonio, TX, October, 2015.
  • Lupinacci, J. & Happel-Parkins, A. “(Un)Learning Anthropocentrism as an Act of Love.” Paper presented at the American Educational Studies Association’s annual conference, San Antonio, TX, October, 2015.
  • Happel-Parkins, A., & Lupinacci, J. “(Re)Constituting STEM Through an Integrated Ecological Inquiry.” Paper presented at the American Educational Studies Association’s annual conference, San Antonio, TX, October, 2015.
  • Azim, K. & Happel-Parkins, A. “What’s Natural About Childbirth?: A Narrative Inquiry into Women’s Experiences of Pregnancy and Birth.” Poster presented in the Society for the Psychology of Women (Division 35) at the annual American Psychology Association conference, Toronto, Ontario, Canada, August, 2015.
  • Happel-Parkins, A. (Panel Discussant). “Critical Race Theory/ists in Practice: Counter-Narratives from the Midsouth.” Panel to be presented at the annual International Congress of Qualitative Inquiry conference, Urbana-Champaign, IL, April, 2015.
  • Happel-Parkins, A. & Azim, K. “What’s Natural About Childbirth?: Three Theoretical Explorations of Natural Childbirth Narratives.” Paper to be presented at the annual International Congress of Qualitative Inquiry conference, Urbana-Champaign, IL, April, 2015.
  • Nordstrom, S. & Happel-Parkins, A. "Methodological Drag: Performances of Conflicting Epistemologies and Theories in Qualitative Research." Paper to be presented at the annual American Educational Research Association (AERA) conference, Chicago, IL, April, 2015.
  • Lupinacci, J & Happel-Parkins, A. "Recognize, Resis, and Reconstitute: An EcoJustice Response to Neoliberalism." Paper to be presented at the annual American Educational Research Association (AERA) conference, Chicago, IL April, 2015.
  • Happel-Parkins, A. "Nature and Others: Ecofeministm, Women, and Frankenstein's Monster." Paper to be presented at the annual Philosophy of Education (PES) conference, Memphis, TN, March, 2015.
  • Lupinacci, J. & Happel, A. “Solidarity Among our Differences: From Beneath the Layers of Concepts and Concrete.” Paper presented for the annual American Educational Studies Association conference, Toronto, Canada, November, 2014.
  • Nordstrom, S & Happel, A. “Methodological Drag: Passing as a Humanist.” Paper presented at the Tenth International Congress of Qualitative Inquiry, Champaign-Urbana, IL, May, 2014.
  • Torres, C. & Happel, A. “Storying Prison Stories: A Narrative Inquiry into Women Prisoners and an Arts-Based Prison Course.” Paper presented at the Tenth International Congress of Qualitative Inquiry, Champaign-Urbana, IL, May, 2014.
  • Nordstrom, S, Happel, A. “Methodological Drag: Performances of Conflicting Epistemologies in Qualitative Research.” Paper presented at the annual Southeast Philosophy of Education Society Conference. Decatur, GA, February, 2014.
  • Happel, A. & Lupinacci, J. “Recognize, Resist, & Reconstitute: An EcoJustice Response to Neoliberalism.” Paper presented at the 10th Annual Globalization, Diversity, and EducationConference, Spokane, WA, February, 2014.
  • Happel, A. “Food Justice and Epistemic Location: A Critical Exploration of the Politics of Healthism in the Midsouth.” Paper accepted for the annual Ecojustice and Activism conference, Ypsilanti, MI, March, 2014.
  • Happel, A. & Atkinson, B. “Education’s Handmaids?: The Role of the Teacher in the Age of Accountability.” Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April, 2013.
  • Happel, A. “Decentering the Human: Ecofeminism and Ecojustice Education.” Paper presented at the annual meeting of the National Women’s Studies Association, Oakland, CA, November, 2012.
  • Happel, A. “The Personal is Political: Feminist Resistance to Neoliberalism within the Academy.” Paper presented at the annual meeting of the American Educational Studies Association, Seattle, WA, November, 2012.
  • Happel, A. “Practicing Gender: A Feminist Ethnography of an All Girls’, After-School Club.” Paper presented at the annual meeting of the America Educational Research Association, Vancouver, BC, April, 2012.
  • Happel, A. “Ecofeminism, Intersectionality, and Ecojustice Pedagogy.” Paper presented at the Ecojustice and Activism conference, Ypsilanti, MI, March, 2012.
  • Happel, A. “Resisting the Slow Erosion of Teacher Autonomy: Lessons from The Handmaid’s Tale.” Paper presented at the annual meeting of the Southeast Philosophy of Education Society conference, Birmingham, AL, February, 2012.
  • Happel, A. “Challenging Scientism: Feminist Qualitative Research within Education.” Paper presented at the National Women’s Studies Association Conference, Atlanta, GA, November, 2011.
  • Happel, A. “An Ecofeminist Critique of Human Rights Discourses.” Paper presented at the annual meeting of the American Educational Studies Association, St. Louis, MO, November, 2011.
  • Happel, A. & Boyles, D. “Charter Schools, Neoliberalism, and the Push Toward the Privatization of Public Education.” Paper presented on the Feature Panel at the annual meeting of the Southeast Women’s Studies Association conference, Atlanta, GA, March 24, 2011.
  • Happel, A. & Esposito, J. “Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related Bullying.” Paper presented at the annual meeting of the American Educational Studies Association, Denver, CO, October, 2010.
  • Happel, A. “Abstinence-Only Sex Education: A Feminist Poststructural Exploration.” Paper presented at the annual meeting of the Southeast Philosophy of Education Society, Huntsville, AL, February, 2010
  • Happel, A. “Ritualized Girling: School Uniforms and the Performance of Gender." Paper presented at the annual meeting of the American Education Studies Association, Pittsburgh, PA, November, 2009.