Phone: (512) 245-8851
601 University Drive
San Marcos, TX 78666
Michael P. O’Malley, Ed.D. is Chair and Associate Professor in the Department of Counseling, Leadership, Adult Education, and School Psychology. He served as a Fulbright Scholar in Chile from August 2012 – January 2013. Dr. O’Malley teaches in both the Ph.D. in Education-School Imporvement and M.Ed./M.A. in Educational & Community Leadership programs at Texas State University. His research interests include leadership for educational equity, public pedagogy, curriculum studies, and internationalization and education. Working within intersections of critical and poststructural frameworks, Dr. O’Malley’s recent research projects have involved leadership effects on a national school improvement initiative in Chile, student protest for educational equity in Chile, state oversight of the East St. Louis, IL urban school district, and rethinking qualitative methodologies for critical participatory research with youth.
A former secondary school teacher, assistant principal for academic affairs, and principal, Dr. O’Malley earned his doctorate in education from Saint Joseph’s University, Philadelphia under the direction of Dr. Jeanne F. Brady and holds degrees in philosophy and theology. He is also a Visiting Scholar with Universidad Alberto Hurtado in Santiago de Chile and the Leadership Academy of the Massachusetts College of Liberal Arts. He has lectured internationally in Chile and at the University of South Africa (UNISA) in Pretoria. Selected publications appear in Review of Educational Research (ranked first in Education/Education Research journals), Educational Administration Quarterly, Educational Studies, Journal of Curriculum Studies, Journal of Curriculum Theorizing, Journal of Curriculum and Pedagogy, Sociology, Teacher Education & Practice, Urban Education, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, and he is co-editor of the books Problematizing Public Pedagogy (Routledge) and The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism (Educator’s International Press).
Burdick, J., Sandlin, J. A., & O’Malley, M. P. (Eds.). (2013). Problematizing public pedagogy. New York, NY: Routledge.
O’Malley, M. P., & Capper, C. A. (2014). A measure of the quality of educational leadership programs for social justice: Integrating LGBTIQ identities into principal preparation. Educational Administration Quarterly, Online First. DOI:10.1177/0013161X14532468
Milam, J. L., Jupp, J. C., Hoyt, M. W., Grumbein, M., Kaufman, M., Carpenter II, B. S., O’Malley, M. P., & Slattery, P. (2014). Autobiography, disclosure, and engaged pedagogy: A practical discussion on teaching foundations in teacher education programs. Teacher Education and Practice, 27(1), 12-43, in press.
O’Malley, M. P. & Nelson, S. W. (2013). The public pedagogy of student activists in Chile: What have we learned from the Penguins’ Revolution? Journal of Curriculum Theorizing, 29(2), 41-56.
O’Malley, M. P., Roseboro, D. L., & Hunt, J. (2012). Accountability, fiscal management, and student achievement in East St. Louis, IL 1994 – 2006: Implications for urban educational reform policy. Urban Education, 47(1), 117-143. DOI 10.1177/0042085911427741
Sandlin, J. A., O’Malley, M. P. & Burdick, J. (2011). Mapping the complexities of public pedagogy scholarship: 1894-2010. Review of Educational Research, 81(3), 338-375.
O’Malley, M. P. (2009). Pedagogies of absence: Education beyond an ethos of standardization. Childhood Education, 85(4), 250-252.
Dentith, A. M., Measor, L., & O’Malley, M. P. (2009). Stirring dangerous waters: Dilemmas and opportunities of critical participatory work with young people. Sociology, 43(1), 158-168. [authorship is alphabetical]
O’Malley, M. P., Slattery, P., & Hoyt, M. W. (2009). Teaching gender and sexuality diversity in foundations of education courses in the U.S. Teaching Education, 20(2), 95-110.
O’Malley, M. P. (2007). Conceptualizing a critical pedagogy of human soul: Ethnographic implications for curriculum studies. Journal of Curriculum and Pedagogy, 4(1), 84-112.
Slattery, P., Krasny, K. A., & O’Malley, M. P. (2007). Hermeneutics, aesthetics, and the quest for answerability: A dialogic possibility for reconceptualizing the interpretive process in curriculum studies. Journal of Curriculum Studies, 39(5), 537-558.
Roseboro, D. L., O’Malley, M. P., & Hunt, J. (2006). Talking cents: Public discourse, state oversight, and democratic education in East St. Louis. Educational Studies, 40(1), 6-23.
O’Malley, M. P. (2005). New Cosmology, leadership, and the possibilities of an Ecozoic Era: An interview with Miriam Therese MacGillis. Journal of Curriculum and Pedagogy, 2(2), 15-18.
O’Malley, M. P. (2004). Deconstructing a politics of student association within arts-based education: Ethnographic reflections on ‘The Show Kids’ and ‘The Show Fags’. Journal of Curriculum and Pedagogy, 1(2), 78-83.
Dentith, A. M., O’Malley, M. P., Brady, J. F. (2014). Public pedagogy as a historically feminist project. In J. Burdick, J. A. Sandlin, & M. P. O’Malley (Eds.), Problematizing public pedagogy (pp. 26-39). New York: Routledge.
Burdick, J., Sandlin, J. A., & O’Malley, M. P. (2014). Breaking without fixing: Inhabiting aporia. In J. Burdick, J. A. Sandlin, & M. P. O’Malley (Eds.), Problematizing public pedagogy (pp. 1-11). New York: Routledge.
O’Malley, M. P. (2013). Creating inclusive schools for LGBTIQ youth, staff, and families: Equitable educational leadership and research practice. In L. C. Tillman & J. J. Scheurich (Eds.), Handbook of research on educational leadership for diversity and equity (pp. 355-379). New York, NY: Routledge.
O’Malley, M. P. & Aguilar, I. (2010). Whither democratic educational leadership? On questions of institutionalization and hypergovernability within Curriculum Studies. In J. G. Henderson (Ed.), The path less taken: Immanent critique in curriculum and pedagogy (pp. 81-83). Troy, NY: Educator’s International Press.
O’Malley, M. P. (2010). Liberation theology. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 544-545). Thousand Oaks, CA: Sage Publications, Inc.
O’Malley, M. P. & Allen, L. A. (2009). Curriculum leadership as a democratic project: The case for reconfiguring educational structures. In J. Burdick, J. A. Sandlin, & T. Daspit (Eds.), Complicated conversations and confirmed commitments: Revitalizing education for democracy (pp. 229-251). Troy, NY: Educator’s International Press.
O’Malley, M. P., Schultz, B. D., & Leafgren S. (2007). Urgencia: Articulating curriculum and pedagogy for a just society. In S. Leafgren, B. D. Schultz, M. P. O’Malley, L. Johnson. J. F. Brady, & A. M. Dentith (Eds.), The articulation of curriculum and pedagogy for a just society: Advocacy, artistry, and activism (pp. xxxix-xlvi).Troy, NY: Educator’s International Press.
Educational Philosophy in a Social Context (ED 7311)
Models of Inquiry: Understanding Epistemologies (ED 7315)
Facilitating School Improvement (ED 7332)
Beginning Qualitative Research Design (ED 7352)
Theological Issues in Education (ED 7378)
Problems in Education (ED 7378)
Curriculum Design (EDCL 6342)
Continuous School Improvement (EDCL 6343)
Campus Leadership (EDCL 6344)
School Law (EDCL 6348)
School as Center of Inquiry (EDCL 6352)
Integrative Seminar (EDCL 6358)
Practicum/Internship in Educational Leadership (EDCL 6387-8/7387-8)
Problems in Administration (EDCL 5388)
Educational Leadership Continuing Professional Development (EDCL 5100)
Fulbright Scholar – Chile. (2012-2013).
College Achievement Award in Teaching, Associate Professor/Full Professor Category, College of Education, Texas State University. (2012).
Presidential Distinction Award in Scholarship, Associate Professor/Full Professor Category, Texas State University. (2012).
Presidential Distinction Award in Scholarship, Assistant Professor/Lecturer Category, Texas State University. (2011).
Professors of Curriculum. (Elected to Membership: Spring, 2006).
Nicholas S. Rashford Outstanding Dissertation Award. (2003).
O’Malley, M. P. (PI). (August 2012 – January 2013). School improvement through quality educational leadership preparation; Understanding the role of school administrators in achieving Inglés Abre Puertas goals. A lecturing/research Core Fulbright Scholar Award, Council for International Exchange of Scholars, with appointment to Chile August 2012 to January 2013. ($20,900.00)
O’Malley, M. P., Nelson, S. W., Jaramillo, C., & Díaz, M. H. (2014, April). Understanding leadership effects on a school improvement initiative in Chile. Annual Meeting of the American Educational Research Association (AERA), Division A: Administration, Organization and Leadership, Section 1: Leadership, Philadelphia, PA.
O’Malley, M. P., Nelson, S. W., & Long, T. A. (2014, April). Student activists in Chile as educational leaders: The intersection of school improvement and social movements. Annual Meeting of the American Educational Research Association (AERA), Division A: Administration, Organization and Leadership, Section 3: School Improvement, Philadelphia, PA.
O'Malley, M. P., Nelson, S. W., Rocha, P.,* & Williams, T.* (2013, November). Educational and community leadership as critical democratic engagement: Implications from an urban library initiative in Santiago de Chile. University Council for Educational Administration (UCEA) Annual Convention, Indianapolis, IN.
O’Malley, M. P., Nelson, S. W., Jaramillo, C., & Díaz, M. H. (2013, November). Understanding the role of Chilean school administrators in achieving national Inglés Abre Puertas Goals. University Council for Educational Administration (UCEA) Annual Convention, Indianapolis, IN.
Nelson, S. W., O’Malley, M. P., & Long, T. A.* (2013, November). The educational leadership of equity-oriented secondary school student activists in Chile. University Council for Educational Administration (UCEA) Annual Convention, Indianapolis, IN.
Brady, J. F. & O’Malley, M. P. (2004, October). The language of ethics and imagination in educational leadership. Curriculum and Pedagogy Conference, Oxford, OH.