The Summer Gender Institute’s instructors are highly experienced teachers from Phillips Academy with graduate-level work on gender and cultural studies, as well as outside experts from a variety of colleges, universities, and social-justice organizations.
Please note: The list of presenters is still being finalized, and information is being added on a rolling basis.
Mark Broomfield, M.F.A., Ph.D., Associate Professor of Dance Studies and Associate Director of the Geneseo Dance Ensemble, SUNY Geneseo
Mark Broomfield is a scholar/artist who has danced with the repertory company Cleo Parker Robinson Dance, performing in leading works by some of the most diverse and recognized African American choreographers in the American modern dance tradition. Broomfield’s choreography Codeplay and Awakenings has appeared at the Rochester Fringe Festival. He has performed the solo With a Little More Love at Nazareth College’s Movement and Dance Festival, American College Dance Association, and the Rochester Fringe Festival.
Broomfield’s latest publications include “Doing Out: A Black Dandy Defies Gender Norms in the Bronx” in Body Battlegrounds: Transgressions, Tensions, and Transformations and “So You Think You Are Masculine: Dance Reality Television, Spectatorship, and Gender Nonconformity.” His book manuscript Black Queer Masculinities in American Contemporary Dance: Passing for Almost Straight is under contract with Routledge. His forthcoming documentary Danced Out is in post-production. Broomfield is the recipient of fellowships from the Woodrow Wilson Foundation, the SUNY Faculty Diversity Award, and the Ford Foundation.
David Fox, Chair of Interdisciplinary Studies, Instructor in English and Art History, Phillips Academy
After graduating from Booker T. Washington High School in Tulsa, Oklahoma, Bates College, and Harvard University, David Fox arrived at Andover in 2004 as Instructor in English. In addition to teaching the required sequence, David has created and taught eleven different electives, including “Milton and Michelangelo,” “What is Critique?” “Don Quixote and King Lear: Madmen, Fools, and Modernity,” Will the Harbinger: Shakespeare and Modern Philosophy,” and “This is America: The Wire.”
As Instructor in Art History, David offers a yearlong survey of Eurocentric art and engages students in varied approaches: exploring intellectual, political, and social history; examining economics, optics, and theology; and focusing on varied lenses of race-class-gender-sexuality, among much else.
Throughout his time at Andover, David has been committed to interdisciplinary teaching and learning, and he is the founding chair of Andover’s Department of Interdisciplinary Studies. The department is equally committed to increasing interdisciplinary learning opportunities on campus and to embedding intellectual inquiry into social justice into the academic program. A touchstone of the department is the annual William Sloane Coffin, Jr., Colloquium series. Each iteration has seen groups of at least twelve faculty members collaborate to offer courses on topics such as “Bob Dylan,” “Justice, Law, Tyranny,” “Relativity, Incompleteness, Subjectivity,” “Youth from Every Quarter,” “The Storm,” and “Martin Luther King, Jr.”
Jamie Kaplowitz Gibbons, M.A. — Head of Education, Addison Gallery of American Art, Phillips Academy
As Head of Education at the Addison Gallery of American Art at Phillips Academy, Jamie Kaplowitz Gibbons provides leadership, strategy, and direction for the Addison’s mission as a teaching museum. In 2008, Jamie was an active member of the team designing and executing pedagogy for the Addison’s Museum Learning Center, which opened in 2010. In the years since, the methodologies for teaching with the collection that she has developed and implemented have grown sustainable networks through each department on campus and continue to illuminate new possibilities for interdisciplinary object-based education. In 2012 she spearheaded Phillips Academy’s first museum studies initiative, the Addison Community Ambassadors program, in which students delve into the museum’s history, curatorial vision, and teaching mission and ensure a student voice in museum programming.
Jamie earned her M.A. in Museum Education from Tufts University and a B.A. in Studio Art from the University of Massachusetts at Amherst. She has held a Steering Committee position for the Greater Boston Museum Educators Roundtable since 2015 and has presented research and professional development for the National Art Education Association, Association of Academic Museums and Galleries, National Council on the Social Studies, University of Connecticut Northeast Media Literacy Conference, and more. Her research interests focus on American visual culture, material culture studies, and curatorial practice as pedagogy.
Patricia Har, Ph.D. — Instructor in English, Phillips Academy
After receiving her B.A. from the College of Letters at Wesleyan University, Tricia Har went on to earn her MA and PhD at Cornell University’s Department of Comparative Literature. Her research draws upon English, French, and Latin medieval literatures and focuses on finding the life in medieval hagiography. Beyond the Middle Ages, Tricia is interested in the vitality in bodies and objects, narrative ecologies, memoir and life-writing, confessions and complaints. Her other academic and teaching interests turn toward feminist literature and critical theory, especially animal studies. At Andover, Tricia also coaches soccer and lacrosse and oversees the Writing Center. She lives in Byfield, Massachusetts with her husband, son, and dog.
Thomas Kane, Ph.D. — Instructor in English, Phillips Academy
Now in his third decade of teaching, Tom Kane is interested in contemporary American cultures. He received his AB from Harvard in English and American Literatures; his MA from NYU in Humanities and Social Thought; and his PhD from the University of Virginia in English. His research has included naming the genre, automortography—the act of self-representation in the face of death—and his theoretical interests more broadly include critical race theory, gender studies, affect theory and psychoanalysis. Tom’s scholarship has appeared in peer reviewed journals such as American Literature; LIT: Literature, Interpretation, Theory; and Prospects. In addition, he’s contributed to The Virginia Quarterly Review, Dictionary of Literary Biography, and An Encyclopedia of Multiethnic American Literature. Tom’s teaching has been varied, but recently he’s taught multiethnic and global texts in courses focused on mythologies, prisons, and neoliberalism. At Andover, Tom has coached basketball and baseball, lived in a dorm for several years and served on various committees.
Anthony Perry, Ph.D. — THRIVE Program Coordinator and Upper School Spanish Teacher, The Nueva School
The THRIVE Program specifically supports those students and families who have been historically underrepresented in the independent school community. As the program coordinator, Anthony oversees the administration and facilitation of support services for THRIVE students and families, as well as, serves as the liaison to the community–based organizations with which Nueva works.
A first–generation college graduate, Anthony holds a B.A. in History and Hispanic Studies from the College of William and Mary and a Ph.D. in Spanish Literature and Cultural Studies from Georgetown University. His dissertation, “The Anxious Hero: Dissecting Masculinities in Thirteenth–Century Medieval Iberian Literature,” examines the varying and converging constructions of gender and genre in four texts from the thirteenth century. His scholarly endeavors reflect an interest in examining naturalized literary and cultural structures – both within and outside of the medieval Iberian Peninsula. For him, the Middle Ages provides the distant “other” by which society is able to critique and better understand its own modern naturalized structures (i.e. gender and race). Anthony is particularly interested in the subtle ways in which language plays a part in the naturalization of these structures. During his three-year tenure at Phillips Academy, he was awarded a Brace Center Faculty Fellowship, during which he examined the varying and converging constructions of Black masculinity in contemporary literature, film and television in the “Age of Obama.”
Asabe Poloma, Ph.D. — Assistant Dean for International Students and Associate Director of the Mellon Mays Undergraduate Program, Brown University
Asabe Poloma is responsible for advising and providing academic support for international undergraduates at Brown Unversity; in that capacity, she serves as the main academic support dean for the international undergraduate community and is the liaison for the Dean of the College to the Office of Global Engagement. She also serves as Associate Director of the Mellon Mays Undergraduate Fellowship Program to coordinate a pipeline program with the goal of increasing the number of students from historically underrepresented groups who pursue careers in the professoriate.
Asabe received her Ph.D. in Higher Education, with an emphasis on international and comparative higher education, from the University of Massachusetts Boston; she earned her bachelor’s degree in Political Science at Hampton University, a Master’s degree in International Relations with a concentration in International Political Economy at Old Dominion University, and a Master’s degree in Management at Columbia University.
Prior to Brown, Asabe served as Executive Director of the Institute for Recruitment of Teachers (IRT), a selective national pipeline program with the goal of increasing the number of historically underrepresented groups who pursue careers in elementary and secondary schools and the professoriate. She also served on the program staff at the Andrew W. Mellon Foundation where she supported grant management, program development, and the fellowship selection processes of the Foundation. Asabe has taught at the University of Massachusetts Boston and the United States National Defense University Joint Forces Staff College. In addition, she has worked at the Hampton Roads Refugee and Immigration Services. As an administrator, advisor, and scholar, Asabe has a passion for understanding and advocating for issues related to access and equity in education, global engagement, and the public good.
Marisela Ramos, Ph.D. — Instructor and Chair in History and Social Sciences, Phillips Academy
Born in Los Angeles, CA to undocumented immigrant parents, Marisela Ramos earned a B.A. from Brown University in Women’s Studies and American Studies. She earned a M.A. in History from University of Connecticut before returning to Brown for a second M.A. and a Ph.D. in History. Her dissertation and subsequent scholarly work focused on rhetoric and discourses of blackness in 19th century Mexico. Additional academic interests include Latinx experiences, Latin American immigration, history of education in the U.S., and gender and sexuality studies. At Phillips Andover she is Instructor in History, a House Counselor, and LGBTQ+ Adult Coordinator.
Emily Raymundo, Ph.D. — Postdoctoral Fellow in Asian American Studies, Dartmouth College
Emily Raymundo is a Dean’s Postdoctoral Fellow in Asian American Studies at Dartmouth College, in association with the English Department and the Women’s, Gender, and Sexuality Studies program. She received her Ph.D. in American Studies and Ethnicity from the University of Southern California in 2017. Her current research focuses on Asian American culture within the racial and gendered formations of multiculturalism. Her article, “The End of Whiteness and the Rise of Multicultural Asian America in Chang-rae Lee’s Aloft” was published in the October 2017 issue of Journal of Asian American Studies, and her work has also been published in Women & Performance and Theatre Journal. Dr. Raymundo was a Teaching Fellow in English at Phillips Academy in 2010-2011 and has taught several courses at the Phillips Academy Summer Session.
LaShawn Springer — Director, Community and Multicultural Development, Phillips Academy
Emma Staffaroni, M.A. — Instructor in English, Phillips Academy
Emma Staffaroni is an English Instructor at Phillips Academy since 2013 and holds an MA in Women’s & Gender Studies. During the school year she lives in PA’s all-gender house, advises student social justice initiatives, and teaches a 12th grade seminar on feminist literature. She’s excited about making schools more gender inclusive, and about equipping teenagers with the tools and spaces they need to, in turn, hold HER (and the rest of the adult world) accountable to a more inclusive and expansive feminism. When she’s not being overworked and underpaid, Emma’s snuggling her dog, playing board games, and/or eating spaghetti.
Flavia Vidal, Ph.D. (she/her/hers) — Director of the Brace Center for Gender Studies and Instructor in English and Interdisciplinary Studies, Phillips Academy
Flavia Vidal has a B.A. from Hampshire College and a Ph.D. in Interdisciplinary Literary Studies from Brandeis University. Feminism was at the center of her graduate studies and of her dissertation, “Polyphonic Possibilities in the Caribbean: Explorations of Identity in Maryse Condé’s Traversée de la Mangrove and Rosario Ferré’s Maldito Amor.” Flavia grew up in Rio de Janeiro, Brazil, and her 30+ years as a Latina in the US have informed her views on and experiences of gender as inevitably intersectional. A member of the English department at Phillips Academy for 19 years, she also coaches volleyball, serves as a day-student advisor, and directs one of Andover’s Learning in the World travel programs, Brazil PLACES. Collaboration and activism in service of gender justice have grounded her vision for the Brace Center in her initial four years as director.
Nicholas Zufelt, Ph.D. — Instructor in Mathematics, Statistics, and Computer Science, Phillips Academy
Nick teaches Computer Science and Mathematics and Andover and comes to his work with the Brace Center through a desire to make those fields more equitably represented. He believes that feminist theory and scientific inquiry can and should both be utilized in the STEM classroom. He works to see how data has been misused to continue inequities, and he enjoys exploring the ways that data practices could instead help create a more just world.