Katherina Payne is an Associate Professor of Curriculum & Instruction in Social Studies Education. She received her B.A. in American Studies with a concentration in History and Political Science from Yale University, an M.A. in Urban Elementary Education from Adelphi University, and a Ph.D. in Curriculum & Instruction from the University of Wisconsin -- Madison. Professor Payne taught in New York City Public Schools, where she developed her own practice and pedagogy as a democratic elementary school teacher and a strong commitment to urban education.
Ph.D.
in Curriculum & Instruction, University of Wisconsin - Madison, 2013
M.A.
in Child Urban Education Studies and Elementary Education, Adelphi University, 2004
B.A.
in American Studies, Yale University, 2000
Researches civic education, early childhood/elementary education, and teacher education to examine the role of relationships, community, and justice to make classrooms democratic and equitable spaces.
McManus, M.., Payne, K.., Lee, S.., Sachdeva, S.., Falkner, A.., Colegrove, K.S.S.. & Adair, J.. (2019). Expanding video-cued multivocal ethnography for activist research in the Civic Action and Learning with Young Children Study. Anthropology & Education Quarterly. doi:.
Payne, K.A.., Adair, J.K.., Colegrove, K.S.S.., Lee, S.., Falkner, A.., McManus, M.. & Sachdeva, S.. (2019). Reconceptualizing civic education for young children: Recognizing embodied civic action. Education, Citizenship, and Social Justice. doi:.
Payne, K.A.. & Journell, W.. (2019). We have those kinds of conversations here
: Addressing contentious politics with elementary students. Teaching and Teacher Education, 79(March), 73-82. doi:.
Swalwell, K.. & Payne, K.A.. (2019). Critical civic education for young children. Multicultural Perspectives, 21(2), 127-132. doi:.
Payne, K.A.. & Green, E.. (2018). Inquiry through the lens of identity. Social Studies and the Young Learner, 30(3), 4-8.
Payne, K.A.. (2018). Young Childrens Everyday Civics. The Social Studies, 109(5), 1-7.
Payne, K.A.. (2018). Democratic teachers mentoring novice teachers: Enacting democratic practices and pedagogy in teacher education. Action in Teacher Education, 40(2), 133-150.
Payne, K. (2018). Teacher Education's Role in Thick Democracy. Teacher Education & Practice, 31(2), 293-296.
Payne, K.A.., Hoffman, J.V.. & DeJulio, S.. (2017). Doing democracy through simulation, deliberation, and inquiry with elementary students. Social Studies Research and Practice, 12(1), 56-69.
Payne, K.A.. (2017). Democratic teacher education in elementary classroomsLearning about, through, and for thick democracy. Journal of Social Studies Research, 41(2), 101-115.
Payne, K.A.. & Zeichner, K.. (2017). Multiple voices and participants in teacher education. D. Clandinin & J. Hukka (Eds.), Sage Handbook of Research on Teacher Education (, pp. 1101-1116). Thousand Oaks, CA: Sage Publications, Inc..
Flessner, R.. & Payne, K.A.. (2017). The Impact of Social Theories on Agency in Teacher Education. In D. Clandinin & J. Hukka (Eds.), Sage Handbook of Research on Teacher Education (, pp. 286-300). Thousand Oaks, CA: Sage Publications, Inc..
Payne, K.A.. (2015). Who Can Fix This? The Concept of Audience and First Graders Civic Agency. Social Studies and the Young Learner, 27(4), 19-22.
Zeichner, K.., Payne, K.A.. & Brayko, K.. (2015). Democratizing knowledge in university teacher education through practice-based methods teaching and mediated field experience in schools and communities. Journal of Teacher Education, 66(2), 122-135.
Falkner, A. & Payne, K. (n.d.). "But all your walls are blank!" Civics in the Classroom Environment. Young Children.
Big XII Faculty Fellowship
- University of Texas at Austin, collaborating with Iowa State University (2018 - 2019)
Dean's Fellowship
- University of Texas at Austin (2017 - 2017)
Summer Research Assignment
- University of Texas at Austin (2017 - 2017)
VPR Special Research Grant
- University of Texas at Austin (2017 - 2017)
