Jeana M. Hrepich
Associate Chair and Core Faculty, School of Education
Dr. Hrepich came to teaching through a love of the English language, and quickly recognized her passion for teaching as well. She taught literature, language arts, humanities, and journalism in San Francisco and New York City. Previous to teaching at Antioch, Dr. Hrepich instructed graduate students in the teaching of English at Teachers College, Columbia University and supervised candidates enrolled in teacher preparation programs in New York and California. Dr. Hrepich actively engages in her professional communities, including serving as a Co-Coordinator for Secondary School Outreach on the CEE Commission on Social Justice in Teacher Education programs. She is also a committee member of the International Literacy Association’s Jeanne S. Chall Research Fellowship/ILA Helen M. Robinson Grant/ILA Steven A. Stahl Research Grant as well as a state liaison for the Conference on English Leadership.
- BA, English and American Literature, Mills College
- MA, English and American Literature, Mills College
- Certificate in Feminist Scholarship, Columbia University Institute for Research on Women, Gender & Sexuality
- PhD, English Education, Teachers College, Columbia University
- “Failure and Persistent Inquiry: How Teaching a Digital Curriculum Serves as a Model for Lifelong Learning” in Voices from the Middle, May 2016.
- Entries on Anne Frank: The Diary of a Young Girl in General Themes in Literature, Facts on File, Inc., 2009.
- American Educational Research Association
- National Council of Teachers of English
- International Literacy Association
- Modern Language Association
- Seattle Reading Council
- Washington State Literacy Association
- Feminist Pedagogies
- Digital Literacies
- Narrative Research
- Multicultural Literature
- Gender and Sexualities
- Movement and Coalition Building
- The Teaching of Writing
- The Teaching of Reading
I am committed to pedagogies that foster more equity and social justice in the English classroom and beyond. My teaching reflects the human necessity to participate digitally in the world, and to support students as creators and agile users of technologies and information. I believe in the power of reading and writing as change agents for transcendence and freedom-making for both children and adults. I see literacy curriculum as having the potential to work against a variety of oppressions, especially through analyses of power, language, discourse, and difference.