- Ph.D. in social foundations of education, State University of New York at Buffalo
- M.A. in elementary education, State University of New York at Buffalo
- B.A. in secondary English education, State University of New York College at Buffalo
Critical literacy, culturally sustaining curricula and pedagogies, writing and identity development, critical policy analysis, cultivating and assessing professional dispositions, and participatory action research.
- Co-editor of English Journal, the flagship publication of the National Council of Teachers of English
- Co-director of Annual Equity and Social Justice Conference
- Received Provost Award for Outstanding Pre-Tenure Faculty, State University of New York at New Paltz
- Gorlewski, J. A., & Taubman, P. (In press). Rejecting acceptance: reClaiming education. In R. Alquist, P. Gorski, & T. Montano (Eds.), Assault on kids and teachers: Countering privatization, deficit ideologies and standardization of U.S. schools. New York: Peter Lang.
- Gorlewski, J.A. (2016). Teaching from the test: Using high-stakes tests to enhance student learning. Reprinted in E. Blair and Y. Medina (Eds.), The social foundations reader: Critical essays on teaching, learning, and leading in the 21st century (pp. 210-217). New York: Peter Lang.
- Tuck, E., & Gorlewski, J. A. (2015). Racist ordering, settler colonialism, and edTPA: A participatory policy analysis. Journal of Educational Policy.
- Gorlewski, J. A., Gorlewski, D. A., Hopkins, J., & Porfilio, B. J. (Eds.). (2014). Effective or wise? Teaching and the meaning of professional dispositions in education. New York: Peter Lang USA.
A former K-12 public school teacher, Dr. Julie Gorlewski’s research investigates the experiences of students, teachers and educational leaders as they navigate the challenges of developing literacies and constructing identities in a society grounded in and saturated by the effects of settler colonialism.
Recent publications explore the intersections of literacy, policy and practice, revealing how dominant discourses influence identity development as well as public impressions of education and educators. In addition, her work considers how educators and community members can collaborate to interrupt systems of oppression and work toward equity and justice. She has published nine books, more than 20 peer-reviewed articles, and numerous book chapters and commentaries.