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Michael P O'Malley
Biographical Information

Michael P. O’Malley, Ed.D. is Dean of the College of Education and Professor at Texas State University. He served as a Fulbright Scholar in Chile from August 2012 – January 2013. His research interests include leadership for educational equity and public pedagogies of social transformation. O’Malley’s recent research projects have involved social justice frameworks in K-12 principal preparation programs nationally, leadership effects on a national school improvement initiative in Chile, pedagogies of social transformation in Chile via institutions and social movements, and rethinking qualitative methodologies for critical participatory research with youth. He directs Project LEARN-Chile, a transnational research and learning collaboration across doctoral programs in education at Texas State, Universidad Alberto Hurtado, and Universidad Diego Portales. This project was funded by 100,000 Strong in the Americas, a signature educational initiative advancing academic mobility across the western hemisphere, and the U.S. Embassy in Santiago. O’Malley serves as Associate Director of Publications for the University Council for Educational Administration (UCEA) and as a member of the inaugural Equity Advisory Committee for Austin ISD.  

A former secondary school teacher, assistant principal for academic affairs, and principal, O’Malley earned a doctorate in education from Saint Joseph’s University, Philadelphia under the direction of Dr. Jeanne F. Brady and holds degrees in philosophy and theology. Selected publications appear in Review of Educational Research (ranked first in Education/Education Research journals), Educational Administration Quarterly, Educational Studies, Journal of Cases in Educational Leadership,  International Journal of Qualitative Studies in Education, 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, Critical Approaches to Education Policy Analysis (edited by Young & Diem), the Handbook of Research on Educational Leadership for Diversity and Equity (edited by Tillman & Scheurich), 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).