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About Dr. Kelly Gavin Zuckerman

Kelly Gavin Zuckerman. Stage One. (2021). Mixed Media.  

For a discussion of the story behind this work, visit Creating and Rethinking Syllabi, Teaching and Learning Institute, Bryn Mawr College



Dr. Kelly Gavin Zuckerman (she/her), Founder of renderED, is a teacher educator and scholar who is committed to the development of anti-racist and culturally relevant, responsive, and sustaining pedagogical practices that support the self-actualization of all learners.

Dr. Gavin Zuckerman received her Bachelor of Arts in English at Columbia College, Columbia University and her New York state teaching certification from the Barnard College Education Program before beginning her teaching career at a public high school in the Bronx, NY. After earning her Master's in Education from Harvard’s Graduate School of Education and doctoral degree in Curriculum and Teaching from Teachers College, Columbia University, Dr. Gavin Zuckerman joined the Bryn Mawr/Haverford Education Program where she is currently a Visiting Assistant Professor. At Bryn Mawr and Haverford Colleges, Dr. Gavin Zuckerman teaches courses in urban education, the education of emergent multilingual learners, healing-centered education, qualitative research, educational change, and curriculum and pedagogy in higher education, and conducts research on the racial identity development of preservice educators. She has presented her original scholarship nationally at the annual meetings of the American Educational Research Association, the National Association of Multicultural Education, and the American Association of Colleges of Teacher Education. 


As a teacher and researcher, Dr. Gavin Zuckerman draws upon a critical constructivist framework that attends to the role of context, perspective, and power in educational settings and seeks to amplify and honor student voice and lived experiences, particularly of those who have been historically marginalized. Her theory of change in the field of education is rooted in the power of levity and learning, criticality and care, joy and justice, vulnerability and voice. 

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